Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market
2020343 citationsMarko Teräs, Juha Suoranta et al.Postdigital Science and Educationprofile →
Citations per year, relative to Hanna Teräs Hanna Teräs (= 1×)
peers
Marko Teräs
Countries citing papers authored by Hanna Teräs
Since
Specialization
Citations
This map shows the geographic impact of Hanna Teräs's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Hanna Teräs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Hanna Teräs more than expected).
This network shows the impact of papers produced by Hanna Teräs. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Hanna Teräs. The network helps show where Hanna Teräs may publish in the future.
Co-authorship network of co-authors of Hanna Teräs
This figure shows the co-authorship network connecting the top 25 collaborators of Hanna Teräs.
A scholar is included among the top collaborators of Hanna Teräs based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Hanna Teräs. Hanna Teräs is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Teräs, Marko, et al.. (2020). COVID-19 and the push to online learning: Reflections from 5 countries.. Dublin City University Open Access Institutional Repository (Dublin City University).14 indexed citations
4.
Teräs, Marko, et al.. (2020). Learning analytics for students: synthesis of two user needs studies in Finnish higher education. Theseus (Ammattikorkeakoulujen). 455–463.1 indexed citations
5.
Teräs, Marko, Juha Suoranta, Hanna Teräs, & Mark Curcher. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education. 2(3). 863–878.343 indexed citations breakdown →
6.
Teräs, Hanna & Marko Teräs. (2019). Student-centered learning analytics development in higher education: initial observations from needs analysis. EdMedia + Innovate Learning. 488–492.1 indexed citations
7.
Curcher, Mark, et al.. (2018). Unexpected Insights: A Collaborative Autoethnography of the Experiences of International Students on an Authentic E-Learning Distance Educational Leadership Program. EdMedia + Innovate Learning. 2023–2028.1 indexed citations
Teräs, Hanna. (2016). Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty. Tampere University Institutional Repository (Tampere University).4 indexed citations
10.
Curcher, Mark & Hanna Teräs. (2013). Authentic Education: Lessons from an Online Finnish Teacher Development Program for 21st Century Faculty.. Research Online (University of Wollongong). 2013(1). 60–65.1 indexed citations
11.
Teräs, Hanna. (2013). Dealing with "learning culture shock" in multicultural authentic e-learning. Research Online (University of Wollongong). 2013(1). 2988–2996.4 indexed citations
12.
Reiners, Torsten, Lincoln C. Wood, Sue Gregory, et al.. (2013). NDive: The story of how logistics and supply chain management could be taught. Murdoch Research Repository (Murdoch University). 734–744.3 indexed citations
13.
Teräs, Marko, et al.. (2012). Facilitating the development of multicultural learning communities through Authentic e-Learning. Murdoch Research Repository (Murdoch University).1 indexed citations
14.
Teräs, Hanna, Marko Teräs, & Jan Herrington. (2012). A reality check: Taking authentic e-learning from design to implementation. EdMedia: World Conference on Educational Media and Technology. 2012(1). 2219–2228.8 indexed citations
15.
Teräs, Hanna, et al.. (2012). How to Support Collaborative Knowledge Building through Authentic Assessment in Online Education. Society for Information Technology & Teacher Education International Conference. 2012(1). 2410–2420.2 indexed citations
16.
Teräs, Hanna & Marko Teräs. (2012). Using Google Tools for Authentic Learning and Progressive Inquiry in 21st Century Faculty Development. Society for Information Technology & Teacher Education International Conference. 2012(1). 1267–1270.3 indexed citations
17.
Teräs, Hanna, et al.. (2012). Out of the Comfort Zone: Promoting Growth and Change in Faculty for 21st Century Knowledge Society. Doria (University of Helsinki). 2012(1). 1260–1266.1 indexed citations
18.
Teräs, Hanna, et al.. (2011). Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice. Global Learn. 2011(1). 1012–1020.9 indexed citations
19.
Teräs, Hanna & Marko Teräs. (2010). 21st Century Professional Development - Bridging the Gap Between Higher Education and Working Life. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 836–843.2 indexed citations
20.
Teräs, Hanna, et al.. (2010). Teacher Training in the Knowledge Society: Web 2.0 And New Professionalism. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 1243–1248.3 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.