Laia Albó

495 total citations · 1 hit paper
17 papers, 270 citations indexed

About

Laia Albó is a scholar working on Computer Science Applications, Education and Information Systems. According to data from OpenAlex, Laia Albó has authored 17 papers receiving a total of 270 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Computer Science Applications, 7 papers in Education and 5 papers in Information Systems. Recurrent topics in Laia Albó's work include Online Learning and Analytics (9 papers), Online and Blended Learning (7 papers) and Educational Innovations and Technology (4 papers). Laia Albó is often cited by papers focused on Online Learning and Analytics (9 papers), Online and Blended Learning (7 papers) and Educational Innovations and Technology (4 papers). Laia Albó collaborates with scholars based in Spain, United States and Italy. Laia Albó's co-authors include Davinia Hernández‐Leo, Pablo Aragón, Konstantinos Michos, Ingrid Noguera, Miquel Oliver, Peter Brusilovsky, Jaume Barceló and Emanuele Bardone and has published in prestigious journals such as British Journal of Educational Technology, Behaviour and Information Technology and Australasian Journal of Educational Technology.

In The Last Decade

Laia Albó

16 papers receiving 244 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.

Emergency education effects on teacher abilities and motivation to use digital technologies

2021 127 citations Laia Albó, Pablo Aragón et al. British Journal of Educational Technology profile →

Peers

Laia Albó

EDUCA

IS

CSA

DEP

SPS

Khitam Shraim Palestinian Territory

Shaun Nykvist Australia

María José Sosa Díaz Spain

James Njenga South Africa

Eduardo X. Fuentes Abeledo Spain

Reem Alebaikan Saudi Arabia

Hasan Uçar Türkiye

Robin Castro-Gil Colombia

Fernando Guzmán‐Simón Spain

Gülgün Afacan Adanır Türkiye

Khitam Shraim Palestinian Territory

Laia Albó

177 ×1.1

EDUCA

89 ×0.8

IS

65 ×0.7

CSA

23 ×0.9

DEP

42 ×1.7

SPS

Citations per year, relative to Laia Albó Laia Albó (= 1×) peers Khitam Shraim

Countries citing papers authored by Laia Albó

Since Specialization

Citations

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

Fields of papers citing papers by Laia Albó

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Laia Albó

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

All Works

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17 of 17 papers shown

1.

Albó, Laia, et al.. (2023). After the Pandemic: Teacher Professional Development for the Digital Educational Innovation. Education Sciences. 13(5). 432–432. 4 indexed citations

2.

Noguera, Ingrid, et al.. (2022). University students’ preference for flexible teaching models that foster constructivist learning practices. Australasian Journal of Educational Technology. 38(4). 22–39. 15 indexed citations

3.

Albó, Laia, et al.. (2021). Knowledge-Based Design Analytics for Authoring Courses with Smart Learning Content. International Journal of Artificial Intelligence in Education. 32(1). 4–27. 10 indexed citations

4.

Albó, Laia, et al.. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology. 52(4). 1455–1477. 127 indexed citations breakdown →

5.

Albó, Laia, et al.. (2020). Individual versus computer-supported collaborative self-explanations: how do their writing analytics differ?. 132–134.

6.

Albó, Laia & Davinia Hernández‐Leo. (2020). edCrumble, a Data-Enriched Visual Authoring Design Tool for Blended Learning. IEEE Transactions on Learning Technologies. 14(1). 55–68. 7 indexed citations

7.

Albó, Laia & Davinia Hernández‐Leo. (2019). Conceptualising a visual representation model for MOOC-based blended learning designs. Australasian Journal of Educational Technology. 1–26. 19 indexed citations

8.

Albó, Laia & Davinia Hernández‐Leo. (2019). Co-creating a web-based visual representation model for authoring blended learning designs. Interaction design & architecture(s). 164–182. 3 indexed citations

9.

Albó, Laia, et al.. (2018). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher education. Behaviour and Information Technology. 38(6). 637–649. 35 indexed citations

10.

Albó, Laia & Davinia Hernández‐Leo. (2018). Co-creation process and challenges in the conceptualization and development of the edCrumble learning design tool. RECERCAT (Consorci de Serveis Universitaris de Catalunya). 3 indexed citations

11.

Michos, Konstantinos, Davinia Hernández‐Leo, & Laia Albó. (2018). Teacher‐led inquiry in technology‐supported school communities. British Journal of Educational Technology. 49(6). 1077–1095. 22 indexed citations

12.

Albó, Laia & Davinia Hernández‐Leo. (2018). Participants' Data And Interview Questions - Identifying Design Principles For Learning Design Tools: The Case Of Edcrumble. Zenodo (CERN European Organization for Nuclear Research). 1 indexed citations

13.

Albó, Laia & Davinia Hernández‐Leo. (2017). Breaking the walls of a campus summer course for high school students with two MOOCs. Repositori digital de la UPF (Universitat Pompeu Fabra). 2 indexed citations

14.

Albó, Laia, et al.. (2017). From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course. RECERCAT (Consorci de Serveis Universitaris de Catalunya). 1 indexed citations

15.

Albó, Laia & Davinia Hernández‐Leo. (2016). Blended learning with MOOCs: towards supporting the learning design process. RECERCAT (Consorci de Serveis Universitaris de Catalunya). 4 indexed citations

16.

Albó, Laia, et al.. (2015). Video-Based Learning in Higher Education: The Flipped or the Hands-on Classroom?. RECERCAT (Consorci de Serveis Universitaris de Catalunya). 19(1). 400–408. 9 indexed citations

17.

Albó, Laia, Davinia Hernández‐Leo, & Miquel Oliver. (2015). Blended MOOCs: University Teachers' Perspective.. Repositori digital de la UPF (Universitat Pompeu Fabra). 11–15. 8 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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