This map shows the geographic impact of Kai Pata'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 Kai Pata with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kai Pata more than expected).
This network shows the impact of papers produced by Kai Pata. 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 Kai Pata. The network helps show where Kai Pata may publish in the future.
Co-authorship network of co-authors of Kai Pata
This figure shows the co-authorship network connecting the top 25 collaborators of Kai Pata.
A scholar is included among the top collaborators of Kai Pata 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 Kai Pata. Kai Pata is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Pata, Kai, et al.. (2012). An Ecological Approach to Learning Dynamics. Educational Technology & Society. 15(3). 262–274.11 indexed citations
10.
Siadaty, Melody, Dragan Gašević, Jelena Jovanović, et al.. (2012). Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment. Educational Technology & Society. 15(4). 75–88.36 indexed citations
11.
Pata, Kai. (2009). Modeling spaces for self-directed learning at university courses. Educational Technology & Society. 12(3). 23–43.19 indexed citations
12.
Pata, Kai, et al.. (2008). Conceptualizing Awareness in Environmental Education: An Example of Knowing about Air-Related Problems.. Science education international. 19(1). 41–64.2 indexed citations
13.
Tammets, Kairit, Terje Väljataga, & Kai Pata. (2008). Self-directing at social spaces: conceptual framework for course design. EdMedia: World Conference on Educational Media and Technology. 2008(1). 2030–2038.3 indexed citations
14.
Kieslinger, Barbara & Kai Pata. (2008). Am I Alone? The Competitive Nature of Self-reflective Activities in Groups and Individually. EdMedia: World Conference on Educational Media and Technology. 2008(1). 6337–6342.1 indexed citations
15.
Pata, Kai, et al.. (2007). Semiotic Perspectives to the Students’ Conceptual Development with the Virtual Inquiry in "Young Scientist“ Environment. EdMedia: World Conference on Educational Media and Technology. 2007(1). 3723–3732.1 indexed citations
16.
Kaipainen, Mauri & Kai Pata. (2007). Taggin' Tallinn. Piloting Meaning-Building with Locative Content.1 indexed citations
17.
Pata, Kai & Terje Väljataga. (2007). Collaborating across national and institutional boundaries in higher education – the decentralized iCamp approach. EdMedia: World Conference on Educational Media and Technology. 2007(1). 353–362.5 indexed citations
Pata, Kai & Tago Sarapuu. (2003). Meta-communicative regulation patterns of expressive modeling on whiteboard tool. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1126–1129.2 indexed citations
20.
Pata, Kai & Tago Sarapuu. (2001). Application of Cooperative Learning Environment in Developing Students’ Environmental Decision-Making Skills. EdMedia: World Conference on Educational Media and Technology. 2001(1). 1456–1458.1 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.