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.
Digital competence – an emergent boundary concept for policy and educational research
2014397 citationsLiisa Ilomäki, Sami Paavola et al.Education and Information Technologiesprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Liisa Ilomäki'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 Liisa Ilomäki with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Liisa Ilomäki more than expected).
This network shows the impact of papers produced by Liisa Ilomäki. 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 Liisa Ilomäki. The network helps show where Liisa Ilomäki may publish in the future.
Co-authorship network of co-authors of Liisa Ilomäki
This figure shows the co-authorship network connecting the top 25 collaborators of Liisa Ilomäki.
A scholar is included among the top collaborators of Liisa Ilomäki 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 Liisa Ilomäki. Liisa Ilomäki is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ilomäki, Liisa, et al.. (2018). Successful Teacher Teams in Change: The Role of Collective Efficacy and Resilience.. Työväentutkimus Vuosikirja. 30(1). 111–126.22 indexed citations
Ilomäki, Liisa, Sami Paavola, Minna Lakkala, & Anna Kantosalo. (2014). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies. 21(3). 655–679.397 indexed citations breakdown →
Lakkala, Minna & Liisa Ilomäki. (2011). Unfolding experienced teachers' pedagogical practices in technology-enhanced collaborative learning. Työväentutkimus Vuosikirja.2 indexed citations
15.
Ilomäki, Liisa, Sami Paavola, Christoph Richter, et al.. (2008). Developing and applying design principles for knowledge creation practices. 258–265.1 indexed citations
Lakkala, Minna, Hanni Muukkonen, Liisa Ilomäki, et al.. (2001). Approaches for analysing tutor's role in a networked inquiry discourse. Työväentutkimus Vuosikirja. 389–396.8 indexed citations
18.
Hakkarainen, Kai, et al.. (2001). Teachers' information and communication technology (ICT) skills and practices of using ICT. 9(2). 181–197.46 indexed citations
19.
Hakkarainen, Kai, Hanni Muukkonen, Lasse Lipponen, et al.. (2001). Teachers' Skills and Practices of Using ICT and Their Pedagogical Thinking. The Journal of Technology and Teacher Education. 9. 181–197.21 indexed citations
20.
Hakkarainen, Kai, Liisa Ilomäki, Lasse Lipponen, & Erno Lehtinen. (1998). Pedagoginen ajattelu ja tietotekninen osaaminen.2 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.