Jan-Willem Strijbos

6.3k total citations · 1 hit paper
69 papers, 3.8k citations indexed

About

Jan-Willem Strijbos is a scholar working on Education, Developmental and Educational Psychology and Communication. According to data from OpenAlex, Jan-Willem Strijbos has authored 69 papers receiving a total of 3.8k indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Education, 44 papers in Developmental and Educational Psychology and 10 papers in Communication. Recurrent topics in Jan-Willem Strijbos's work include Innovative Teaching and Learning Methods (35 papers), Student Assessment and Feedback (24 papers) and Online and Blended Learning (14 papers). Jan-Willem Strijbos is often cited by papers focused on Innovative Teaching and Learning Methods (35 papers), Student Assessment and Feedback (24 papers) and Online and Blended Learning (14 papers). Jan-Willem Strijbos collaborates with scholars based in Netherlands, Germany and United Kingdom. Jan-Willem Strijbos's co-authors include Wim Jochems, Rob Martens, Paul A. Kirschner, Frans J. Prins, Ernesto Panadero, Susanne Narciss, Dominique Sluijsmans, Gavin Brown, Rudy Martens and Pieter J. Beers and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Jan-Willem Strijbos

69 papers receiving 3.5k citations

Hit Papers

align trajectories

What are hit papers?

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.

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015 230 citations Ernesto Panadero, Gavin Brown et al. Educational Psychology Review profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Jan-Willem Strijbos Netherlands	28	2.5k	1.9k	631	501	455	69	3.8k
Jeroen Janssen Netherlands	28	2.3k 0.9×	2.0k 1.1×	882 1.4×	474 0.9×	516 1.1×	58	3.7k
Gilly Salmon United Kingdom	25	2.5k 1.0×	1.2k 0.6×	851 1.3×	554 1.1×	474 1.0×	55	3.5k
Wim Jochems Netherlands	27	2.5k 1.0×	2.0k 1.1×	765 1.2×	714 1.4×	381 0.8×	82	4.3k
Armin Weinberger Germany	27	2.0k 0.8×	2.7k 1.5×	776 1.2×	820 1.6×	392 0.9×	81	3.8k
Zane L. Berge United States	33	3.1k 1.2×	1.2k 0.6×	895 1.4×	513 1.0×	638 1.4×	143	4.5k
Päivi Häkkinen Finland	28	1.5k 0.6×	1.3k 0.7×	532 0.8×	389 0.8×	432 0.9×	74	2.6k
Tammy Schellens Belgium	32	2.7k 1.1×	2.0k 1.1×	710 1.1×	689 1.4×	649 1.4×	126	4.1k
Gijsbert Erkens Netherlands	28	1.6k 0.6×	1.9k 1.0×	577 0.9×	557 1.1×	236 0.5×	68	2.8k
Saskia Brand‐Gruwel Netherlands	31	2.2k 0.9×	1.7k 0.9×	377 0.6×	246 0.5×	455 1.0×	104	3.4k
Timothy Koschmann United States	25	1.7k 0.7×	1.7k 0.9×	638 1.0×	397 0.8×	397 0.9×	87	3.9k

Countries citing papers authored by Jan-Willem Strijbos

Since Specialization

Citations

This map shows the geographic impact of Jan-Willem Strijbos'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 Jan-Willem Strijbos with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jan-Willem Strijbos more than expected).

Fields of papers citing papers by Jan-Willem Strijbos

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jan-Willem Strijbos. 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 Jan-Willem Strijbos. The network helps show where Jan-Willem Strijbos may publish in the future.

Co-authorship network of co-authors of Jan-Willem Strijbos

This figure shows the co-authorship network connecting the top 25 collaborators of Jan-Willem Strijbos. A scholar is included among the top collaborators of Jan-Willem Strijbos 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 Jan-Willem Strijbos. Jan-Willem Strijbos is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Boer, Hester de, et al.. (2024). A meta-analysis of the effects of context, content, and task factors of digitally delivered instructional feedback on learning performance. Learning Environments Research. 27(3). 453–476. 1 indexed citations

Strijbos, Jan-Willem, et al.. (2024). Developing a Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers. Computers and Education Open. 7. 100202–100202. 3 indexed citations

Timmermans, Anneke, et al.. (2024). The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science. 52(4). 665–691. 1 indexed citations

Alqassab, Maryam, et al.. (2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review. 35(1). 27 indexed citations

Opdenakker, Marie‐Christine, et al.. (2022). Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. SHILAP Revista de lepidopterología. 19(1). 1 indexed citations

Deunk, Marjolein, et al.. (2022). Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms. Journal of Research in Childhood Education. 37(1). 136–158. 2 indexed citations

Hoekstra, Rink, et al.. (2020). Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education. 45(8). 1222–1240. 84 indexed citations

Fischer, Martin R., et al.. (2020). Development and piloting of a Situational Judgement Test for emotion-handling skills using the Verona Coding Definitions of Emotional Sequences (VR-CoDES). Patient Education and Counseling. 103(9). 1839–1845. 14 indexed citations

Strijbos, Jan-Willem, et al.. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education Principles Policy and Practice. 26(3). 278–302. 62 indexed citations

10.

Strijbos, Jan-Willem, et al.. (2019). Community Representations in Learning Communities. Scandinavian Journal of Educational Research. 64(7). 1052–1070. 15 indexed citations

11.

Strijbos, Jan-Willem, et al.. (2018). A primer on emergence and design in learning communities: A conceptual orientation whose time has come. Learning Culture and Social Interaction. 25. 100251–100251. 5 indexed citations

12.

Alqassab, Maryam, Jan-Willem Strijbos, & Stefan Ufer. (2017). Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels. European Journal of Psychology of Education. 33(1). 11–30. 61 indexed citations

13.

Sjoer, Ellen, et al.. (2016). Teacher educators’ design and implementation of group learning activities. Educational Studies. 42(4). 394–409. 13 indexed citations

14.

Strijbos, Jan-Willem, Ron Pat‐El, & Susanne Narciss. (2010). Validation of a (peer) feedback perceptions questionnaire. Proceedings of the International Conference on Networked Learning. 7. 378–386. 7 indexed citations

15.

Strijbos, Jan-Willem, Ron Pat‐El, & Susanne Narciss. (2010). Structural validation of a feedback perceptions questionnaire. International Conference of Learning Sciences. 334–335. 3 indexed citations

16.

Strijbos, Jan-Willem & Armin Weinberger. (2009). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior. 26(4). 491–494. 96 indexed citations

17.

Strijbos, Jan-Willem, et al.. (2009). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction. 20(4). 291–303. 264 indexed citations

18.

Strijbos, Jan-Willem, Paul A. Kirschner, Rob Martens, & Pierre Dillenbourg. (2004). What we know about CSCL and implementing it in higher education. Kluwer Academic Publishers eBooks. 208 indexed citations

19.

Strijbos, Jan-Willem, Rob Martens, Wim Jochems, & Nick J. Broers. (2004). The Effect of Functional Roles on Group Efficiency. Small Group Research. 35(2). 195–229. 154 indexed citations

20.

Strijbos, Jan-Willem. (2000). A classification model for group-based learning. European Journal of Open Distance and E-Learning. 3(2). 11 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.

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