Krystle Phirangee

544 total citations
18 papers, 304 citations indexed

About

Krystle Phirangee is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Krystle Phirangee has authored 18 papers receiving a total of 304 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 11 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Krystle Phirangee's work include Online and Blended Learning (12 papers), Innovative Teaching and Learning Methods (11 papers) and Higher Education Practises and Engagement (5 papers). Krystle Phirangee is often cited by papers focused on Online and Blended Learning (12 papers), Innovative Teaching and Learning Methods (11 papers) and Higher Education Practises and Engagement (5 papers). Krystle Phirangee collaborates with scholars based in Canada and United States. Krystle Phirangee's co-authors include Carrie Demmans Epp, Jim Hewitt, Gökçe Akçayır, Charles A. Perfetti, Murat Öztok, Clare Brett, Kyungmee Lee and Daniel Zingaro and has published in prestigious journals such as SHILAP Revista de lepidopterología, Contemporary Educational Psychology and Educational Technology Research and Development.

In The Last Decade

Krystle Phirangee

16 papers receiving 280 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Krystle Phirangee Canada	10	225	85	76	61	36	18	304
Manuela Delfino Italy	8	183 0.8×	120 1.4×	61 0.8×	52 0.9×	31 0.9×	18	260
Rick L. Shearer United States	8	265 1.2×	117 1.4×	72 0.9×	54 0.9×	55 1.5×	15	332
Stefano Cacciamani Italy	10	196 0.9×	151 1.8×	61 0.8×	55 0.9×	22 0.6×	38	319
Sue Tickner United Kingdom	4	260 1.2×	94 1.1×	74 1.0×	67 1.1×	42 1.2×	6	307
Mitchell Parkes Australia	9	303 1.3×	65 0.8×	76 1.0×	125 2.0×	19 0.5×	19	406
Erin D. Besser United States	8	261 1.2×	98 1.2×	83 1.1×	54 0.9×	55 1.5×	12	301
Lina Pelliccione Australia	9	354 1.6×	60 0.7×	80 1.1×	93 1.5×	29 0.8×	27	443
Marcel Satsky Kerr United States	6	223 1.0×	134 1.6×	58 0.8×	42 0.7×	16 0.4×	9	309
Evelyn McLellan United Kingdom	5	236 1.0×	109 1.3×	92 1.2×	36 0.6×	24 0.7×	8	321
Meng-Fen Grace Lin United States	8	217 1.0×	59 0.7×	91 1.2×	74 1.2×	28 0.8×	24	347

Countries citing papers authored by Krystle Phirangee

Since Specialization

Citations

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

Fields of papers citing papers by Krystle Phirangee

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Krystle Phirangee

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

All Works

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18 of 18 papers shown

Phirangee, Krystle & Jim Hewitt. (2024). Enhancing learners’ sense of belonging in online threaded discussions. Distance Education. 46(3). 343–363.

Phirangee, Krystle, et al.. (2024). Decolonizing digital learning: equity through intentional course design. Distance Education. 45(3). 357–364.

Phirangee, Krystle, et al.. (2021). ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching. SHILAP Revista de lepidopterología. 10(1). 5 indexed citations

Epp, Carrie Demmans, Krystle Phirangee, Jim Hewitt, & Charles A. Perfetti. (2020). Learning management system and course influences on student actions and learning experiences. Educational Technology Research and Development. 68(6). 3263–3297. 19 indexed citations

Epp, Carrie Demmans, Gökçe Akçayır, & Krystle Phirangee. (2019). Think twice: exploring the effect of reflective practices with peer review on reflective writing and writing quality in computer-science education. Reflective Practice. 20(4). 533–547. 15 indexed citations

Epp, Carrie Demmans & Krystle Phirangee. (2019). Exploring mobile tool integration: Design activities carefully or students may not learn. Contemporary Educational Psychology. 59. 101791–101791. 22 indexed citations

Phirangee, Krystle, et al.. (2018). Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning. International Journal of Information and Education Technology. 8(10). 706–712. 10 indexed citations

Epp, Carrie Demmans, Krystle Phirangee, & Jim Hewitt. (2017). Talk with Me: Student Pronoun Use as an Indicator of Discourse Health. Journal of Learning Analytics. 4(3). 12 indexed citations

Epp, Carrie Demmans, Krystle Phirangee, & Jim Hewitt. (2017). The Interplay Between Students’ Usage of Pronouns and Community Levels in Online Courses. 3 indexed citations

10.

Phirangee, Krystle, et al.. (2017). Othering in online learning: an examination of social presence, identity, and sense of community. Distance Education. 38(2). 160–172. 91 indexed citations

11.

Epp, Carrie Demmans, Krystle Phirangee, & Jim Hewitt. (2017). Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method. Online Learning. 21(4). 21 indexed citations

12.

Phirangee, Krystle. (2016). Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment. Online Learning. 20(4). 37 indexed citations

13.

Phirangee, Krystle & Jim Hewitt. (2016). “That’s Cheating:” Students’ Perceptions of Peer-to-Peer Interactions that Weaken a Sense of Community in an Online Learning Environment. TSpace (University of Toronto). 1 indexed citations

14.

Phirangee, Krystle, Carrie Demmans Epp, & Jim Hewitt. (2016). Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours. Online Learning. 20(2). 48 indexed citations

15.

Phirangee, Krystle, Carrie Demmans Epp, & Jim Hewitt. (2016). Exploring how peer and instructor facilitation relates to students’ activity patterns in online learning communities. TSpace (University of Toronto). 1 indexed citations

16.

Öztok, Murat, Kyungmee Lee, Daniel Zingaro, et al.. (2014). Polysynchronous: Dialogic Construction of Time in Online Learning. E-Learning and Digital Media. 11(2). 154–161. 15 indexed citations

17.

Phirangee, Krystle. (2013). Beyond the Elementary Classroom Walls: Exploring the Ways Participation within Web 2.0 Spaces are Reshaping Pedagogy. Journal of educational multimedia and hypermedia. 22(3). 299–316. 3 indexed citations

18.

Phirangee, Krystle. (2012). Log On: Exploring Web 2.0 Technologies in the Elementary Classroom. Society for Information Technology & Teacher Education International Conference. 2012(1). 3018–3025. 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.

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