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.
When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms
Countries citing papers authored by Johannes Ströbel
Since
Specialization
Citations
This map shows the geographic impact of Johannes Ströbel'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 Johannes Ströbel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Johannes Ströbel more than expected).
Fields of papers citing papers by Johannes Ströbel
This network shows the impact of papers produced by Johannes Ströbel. 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 Johannes Ströbel. The network helps show where Johannes Ströbel may publish in the future.
Co-authorship network of co-authors of Johannes Ströbel
This figure shows the co-authorship network connecting the top 25 collaborators of Johannes Ströbel.
A scholar is included among the top collaborators of Johannes Ströbel 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 Johannes Ströbel. Johannes Ströbel is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Douglas, Kerrie, et al.. (2016). Reliability, validity, and fairness: a content analysis of assessment development publications in major engineering education journals. International journal of engineering education. 32(5). 1960–1971.15 indexed citations
8.
Hess, Justin L., Nicholas Fila, Şenay Purzer, & Johannes Ströbel. (2015). Exploring the Relationship between Empathy and Innovation amongst Engi- neering Students.7 indexed citations
Marbouti, Farshid, et al.. (2013). Analysis of the community of learning analytics. CEUR Workshop Proceedings. 974.2 indexed citations
11.
Palm, Hans‐Georg, et al.. (2013). Computerized Dynamic Posturography. American Journal of Physical Medicine & Rehabilitation. 93(1). 49–55.70 indexed citations
12.
Ströbel, Johannes, et al.. (2012). Exploration of NSF-ATE Projects Approaches in the Integration of Technology and Engineering Education at the K-12 Levels.. AEE Journal. 3(2).1 indexed citations
Dyehouse, Melissa, et al.. (2010). First-year engineering students' environmental awareness and conceptual understanding with participatory game design as knowledge elicitation. International Conference of Learning Sciences. 897–904.5 indexed citations
15.
Ströbel, Johannes, Inez Hua, Jun Fang, & Constance Harris. (2010). Not all Constraints are Equal: Stewardship and Boundaries of Sustainability as Viewed by First-Year Engineering Students*. International journal of engineering education. 26(2). 339–348.5 indexed citations
16.
Ströbel, Johannes & Wei Liu. (2010). How to run a video embedded classroom study: Practices of INSPIRE. Society for Information Technology & Teacher Education International Conference. 2010(1). 1199–1202.1 indexed citations
Niederhauser, Dale S., et al.. (2007). Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education. The Journal of Technology and Teacher Education. 15(4). 483–512.8 indexed citations
19.
Ströbel, Johannes, Dan Cernusca, & David H. Jonassen. (2004). Different Majors - Different Epistemological Beliefs?. Academic exchange quarterly. 8(1). 208–211.9 indexed citations
20.
He, Wu, et al.. (2003). Interface support for case retrieval in a Case-Based Reasoning knowledge repository-Knowledge Innovation for Technology in Education(KITE). Society for Information Technology & Teacher Education International Conference. 2003(1). 3598–3600.1 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.