Külli Kori

505 total citations
19 papers, 294 citations indexed

About

Külli Kori is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Külli Kori has authored 19 papers receiving a total of 294 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 9 papers in Computer Science Applications and 9 papers in Developmental and Educational Psychology. Recurrent topics in Külli Kori's work include Innovative Teaching and Learning Methods (7 papers), Online Learning and Analytics (7 papers) and Online and Blended Learning (6 papers). Külli Kori is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Online Learning and Analytics (7 papers) and Online and Blended Learning (6 papers). Külli Kori collaborates with scholars based in Estonia and Japan. Külli Kori's co-authors include Margus Pedaste, Äli Leijen, Eno Tõnisson, Mario Mäeots, Danial Hooshyar, Emanuele Bardone, Raivo Sell, Olev Must, Leo A. Siiman and Kai Pata and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Technology and Educational Research Review.

In The Last Decade

Külli Kori

16 papers receiving 273 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Külli Kori Estonia	9	166	118	78	54	33	19	294
Eno Tõnisson Estonia	10	110 0.7×	175 1.5×	59 0.8×	52 1.0×	38 1.2×	23	269
Ahmet Baytak Türkiye	9	141 0.8×	118 1.0×	128 1.6×	85 1.6×	23 0.7×	15	316
Funda Dağ Türkiye	9	222 1.3×	80 0.7×	89 1.1×	80 1.5×	24 0.7×	23	321
Gretchen Lowerison Canada	7	204 1.2×	50 0.4×	79 1.0×	62 1.1×	26 0.8×	14	290
Mark Zarb United Kingdom	10	122 0.7×	151 1.3×	63 0.8×	70 1.3×	23 0.7×	38	274
Vinesh Chandra Australia	10	230 1.4×	64 0.5×	68 0.9×	79 1.5×	17 0.5×	30	327
Semiral Öncü Türkiye	8	207 1.2×	64 0.5×	66 0.8×	80 1.5×	27 0.8×	21	319
Lisa Ziernwald Germany	6	243 1.5×	54 0.5×	91 1.2×	125 2.3×	27 0.8×	12	375
Bude Su United States	7	201 1.2×	66 0.6×	90 1.2×	60 1.1×	21 0.6×	19	291
Shannon Kennedy‐Clark Australia	9	178 1.1×	49 0.4×	111 1.4×	54 1.0×	9 0.3×	35	316

Countries citing papers authored by Külli Kori

Since Specialization

Citations

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

Fields of papers citing papers by Külli Kori

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Külli Kori

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

All Works

Sort: Min cites: Since: Top N: Style:

19 of 19 papers shown

Pata, Kai, et al.. (2021). The Patterns of School Improvement in Digitally Innovative Schools. Technology Knowledge and Learning. 27(3). 823–841. 12 indexed citations

Kori, Külli & Kai Pata. (2020). TRAINING TEACHERS TO USE GLOBISENS LABDISCS FOR CITIZEN SCIENCE PROJECTS IN SCHOOL. INTED proceedings. 1. 111–119. 1 indexed citations

Kori, Külli. (2020). Four Steps Towards Implementing Citizen Science Approach In School. 14. 191–193.

Hooshyar, Danial, Külli Kori, Margus Pedaste, & Emanuele Bardone. (2019). The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments. British Journal of Educational Technology. 50(5). 2365–2386. 38 indexed citations

Pedaste, Margus, et al.. (2019). Complex Problem Solving as a Construct of Inquiry, Computational Thinking and Mathematical Problem Solving. 227–231. 5 indexed citations

Kori, Külli, Margus Pedaste, & Olev Must. (2018). The Academic, Social, and Professional Integration Profiles of Information Technology Students. ACM Transactions on Computing Education. 18(4). 1–19. 10 indexed citations

Pedaste, Margus, Olev Must, Äli Leijen, et al.. (2017). Profiles of students who use mobile devices for the purposes of learning science and mathematics. SHILAP Revista de lepidopterología. 5(1). 99–129. 6 indexed citations

Pedaste, Margus, et al.. (2016). What Happens to IT Education? The Case in Estonia with Some Recommendations for International Discussion. International Journal of Information and Education Technology. 7(3). 204–211.

Mäeots, Mario, Leo A. Siiman, Külli Kori, & Margus Pedaste. (2016). RELATION BETWEEN STUDENTS’ REFLECTION LEVELS AND THEIR INQUIRY LEARNING OUTCOMES. EDULEARN proceedings. 1. 5558–5564. 1 indexed citations

10.

Mäeots, Mario, et al.. (2016). THE ROLE OF A REFLECTION TOOL IN ENHANCING STUDENTS’ REFLECTION. INTED proceedings. 1. 1892–1900. 4 indexed citations

11.

Kori, Külli, et al.. (2016). Factors That Influence Students' Motivation to Start and to Continue Studying Information Technology in Estonia. IEEE Transactions on Education. 59(4). 255–262. 31 indexed citations

12.

Pedaste, Margus, et al.. (2015). HOW DO COGNITIVE ABILITY AND STUDY MOTIVATION PREDICT THE ACADEMIC PERFORMANCE OF IT STUDENTS. ICERI2015 Proceedings. 7167–7176. 5 indexed citations

13.

Sell, Raivo, et al.. (2015). Online tools and remote labs for making ICT more attractive for students to prevent dropout.

14.

Kori, Külli, Margus Pedaste, Rein Kuusik, et al.. (2015). Why do Students Choose to Study Information and Communications Technology?. Procedia - Social and Behavioral Sciences. 191. 2867–2872. 15 indexed citations

15.

Kori, Külli, Margus Pedaste, Äli Leijen, & Eno Tõnisson. (2015). The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement. International Journal of Information and Education Technology. 6(5). 331–337. 39 indexed citations

16.

Kori, Külli, et al.. (2015). First-year dropout in ICT studies. 437–445. 44 indexed citations

17.

Kori, Külli, et al.. (2014). WHAT INFLUENCES STUDENTS TO STUDY INFORMATION AND COMMUNICATION TECHNOLOGY. INTED2014 Proceedings. 1477–1486. 8 indexed citations

18.

Kori, Külli, Mario Mäeots, & Margus Pedaste. (2014). Guided Reflection to Support Quality of Reflection and Inquiry in Web-based Learning. Procedia - Social and Behavioral Sciences. 112. 242–251. 15 indexed citations

19.

Kori, Külli, Margus Pedaste, Äli Leijen, & Mario Mäeots. (2013). Supporting reflection in technology-enhanced learning. Educational Research Review. 11. 45–55. 60 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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