Jonna Malmberg

4.4k total citations · 2 hit papers
59 papers, 2.9k citations indexed

About

Jonna Malmberg is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications. According to data from OpenAlex, Jonna Malmberg has authored 59 papers receiving a total of 2.9k indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Developmental and Educational Psychology, 34 papers in Education and 17 papers in Computer Science Applications. Recurrent topics in Jonna Malmberg's work include Innovative Teaching and Learning Methods (54 papers), Online and Blended Learning (31 papers) and Online Learning and Analytics (14 papers). Jonna Malmberg is often cited by papers focused on Innovative Teaching and Learning Methods (54 papers), Online and Blended Learning (31 papers) and Online Learning and Analytics (14 papers). Jonna Malmberg collaborates with scholars based in Finland, Netherlands and United Kingdom. Jonna Malmberg's co-authors include Sanna Järvelä, Hanna Järvenoja, Paul A. Kirschner, Eetu Haataja, Ernesto Panadero, Marika Koivuniemi, Márta Sobocinski, Allyson F. Hadwin, Mohammed Saqr and Muhterem Dindar and has published in prestigious journals such as Computers in Human Behavior, Educational Psychologist and Learning and Instruction.

In The Last Decade

Jonna Malmberg

56 papers receiving 2.8k 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.

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

2014 244 citations Sanna Järvelä, Paul A. Kirschner et al. profile →
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation

2018 173 citations Jonna Malmberg, Sanna Järvelä et al. Computers in Human Behavior profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jonna Malmberg Finland	32	2.0k	1.4k	941	519	344	59	2.9k
Hanna Järvenoja Finland	32	2.7k 1.3×	2.0k 1.4×	745 0.8×	861 1.7×	480 1.4×	75	3.8k
Allyson F. Hadwin Canada	32	3.1k 1.5×	2.3k 1.6×	1.1k 1.2×	591 1.1×	465 1.4×	78	4.2k
Jeroen Janssen Netherlands	28	2.0k 1.0×	2.3k 1.7×	882 0.9×	398 0.8×	474 1.4×	58	3.7k
Nikol Rummel Germany	31	2.3k 1.1×	1.6k 1.2×	905 1.0×	279 0.5×	271 0.8×	166	3.6k
Gijsbert Erkens Netherlands	28	1.9k 0.9×	1.6k 1.1×	577 0.6×	384 0.7×	557 1.6×	68	2.8k
Kui Xie United States	30	998 0.5×	1.8k 1.3×	604 0.6×	352 0.7×	129 0.4×	79	2.7k
Ingo Kollar Germany	19	1.5k 0.7×	1.3k 0.9×	484 0.5×	183 0.4×	280 0.8×	84	2.2k
Daniel C. Moos United States	22	1.6k 0.8×	1.2k 0.9×	564 0.6×	187 0.4×	120 0.3×	36	2.2k
John C. Nesbit Canada	25	1.6k 0.8×	1.5k 1.1×	1.1k 1.1×	273 0.5×	123 0.4×	70	3.4k
Ard W. Lazonder Netherlands	29	1.4k 0.7×	1.5k 1.1×	349 0.4×	154 0.3×	140 0.4×	72	2.7k

Countries citing papers authored by Jonna Malmberg

Since Specialization

Citations

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

Fields of papers citing papers by Jonna Malmberg

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jonna Malmberg. 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 Jonna Malmberg. The network helps show where Jonna Malmberg may publish in the future.

Co-authorship network of co-authors of Jonna Malmberg

This figure shows the co-authorship network connecting the top 25 collaborators of Jonna Malmberg. A scholar is included among the top collaborators of Jonna Malmberg 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 Jonna Malmberg. Jonna Malmberg 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

Haataja, Eetu, et al.. (2025). A momentary view of engagement in collaborative learning: Triangulation through multimodal data. Frontline Learning Research. 13(2). 102–121.

Järvenoja, Hanna, et al.. (2025). The intertwined nature of socio-emotional interaction and contributions to the regulation of learning in collaborative groups. International Journal of Educational Research. 133. 102691–102691.

Kinnula, Marianne, et al.. (2024). Nurturing systems thinking among young people by developing business ideas on sustainable AI. International Journal of Child-Computer Interaction. 40. 100656–100656. 6 indexed citations

Malmberg, Jonna, et al.. (2024). Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning. Learning Culture and Social Interaction. 49. 100870–100870. 4 indexed citations

Malmberg, Jonna, et al.. (2023). Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task. Cogent Education. 10(1). 8 indexed citations

Malmberg, Jonna, Mohammed Saqr, Hanna Järvenoja, & Sanna Järvelä. (2022). How the Monitoring Events of Individual Students Are Associated With Phases of Regulation. Journal of Learning Analytics. 9(1). 77–92. 22 indexed citations

Nguyen, Andy, Sanna Järvelä, Carolyn Penstein Rosé, Hanna Järvenoja, & Jonna Malmberg. (2022). Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics. British Journal of Educational Technology. 54(1). 293–312. 40 indexed citations

Malmberg, Jonna, et al.. (2021). Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning. Journal of Computer Assisted Learning. 37(3). 861–874. 20 indexed citations

Haataja, Eetu, Jonna Malmberg, Muhterem Dindar, & Sanna Järvelä. (2021). The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology. Metacognition and Learning. 17(1). 241–268. 19 indexed citations

10.

Järvelä, Sanna, Hanna Järvenoja, & Jonna Malmberg. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning. 14(4). 425–441. 106 indexed citations

11.

Järvenoja, Hanna, et al.. (2018). Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom. Learning Research and Practice. 5(1). 4–23. 10 indexed citations

12.

Haataja, Eetu, Jonna Malmberg, & Sanna Järvelä. (2018). Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored. Computers in Human Behavior. 87. 337–347. 63 indexed citations

13.

Koivuniemi, Marika, Ernesto Panadero, Jonna Malmberg, & Sanna Järvelä. (2017). Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior. 40(1). 36–55. 4 indexed citations

14.

Berkel, Niels van, et al.. (2016). Measuring group dynamics in an elementary school setting using mobile devices. 652–656. 3 indexed citations

15.

Laru, Jari, et al.. (2015). Designing Simple Tools for Socially Shared Regulation: Experiences of Using Google Docs and Mobile SRL Tools in Mathematics Education.. Computer Supported Collaborative Learning. 6 indexed citations

16.

Wise, Alyssa Friend, Roger Azevedo, Karsten Stegmann, et al.. (2015). CSCL and Learning Analytics: Opportunities to Support Social Interaction, Self-Regulation and Socially Shared Regulation.. Computer Supported Collaborative Learning. 607–614. 7 indexed citations

17.

Järvenoja, Hanna, Sanna Järvelä, & Jonna Malmberg. (2015). Understanding Regulated Learning in Situative and Contextual Frameworks. Educational Psychologist. 50(3). 204–219. 96 indexed citations

18.

Malmberg, Jonna. (2014). Tracing the process of self-regulated learning – students’ strategic activity in g/nStudy learning environment. 7 indexed citations

19.

Panadero, Ernesto, Sanna Järvelä, Jonna Malmberg, et al.. (2013). Enhancing socially shared regulation in working groups using a CSCL regulation tools.. Figshare. 4 indexed citations

20.

Malmberg, Jonna, Hanna Järvenoja, & Sanna Järvelä. (2010). Tracing elementary school students’ study tactic use in gStudy by examining a strategic and self-regulated learning. Computers in Human Behavior. 26(5). 1034–1042. 26 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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