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.
A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour
2024208 citationsMelissa Bond, Hassan Khosravi et al.International Journal of Educational Technology in Higher Educationprofile →
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?
2022167 citationsLina Markauskaitė, Rebecca Marrone et al.Computers and Education Artificial Intelligenceprofile →
Citations per year, relative to Maarten de Laat Maarten de Laat (= 1×)
peers
Aditya Johri
Countries citing papers authored by Maarten de Laat
Since
Specialization
Citations
This map shows the geographic impact of Maarten de Laat'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 Maarten de Laat with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Maarten de Laat more than expected).
This network shows the impact of papers produced by Maarten de Laat. 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 Maarten de Laat. The network helps show where Maarten de Laat may publish in the future.
Co-authorship network of co-authors of Maarten de Laat
This figure shows the co-authorship network connecting the top 25 collaborators of Maarten de Laat.
A scholar is included among the top collaborators of Maarten de Laat 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 Maarten de Laat. Maarten de Laat is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Bond, Melissa, Hassan Khosravi, Maarten de Laat, et al.. (2024). A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education. 21(1).208 indexed citations breakdown →
Carvalho, Lucila, Roberto Martínez‐Maldonado, Yi‐Shan Tsai, Lina Markauskaitė, & Maarten de Laat. (2022). How can we design for learning in an AI world?. Computers and Education Artificial Intelligence. 3. 100053–100053.61 indexed citations
Laat, Maarten de, et al.. (2014). Social Learning Analytics applied in a MOOC-environment. 5.6 indexed citations
13.
Laat, Maarten de, et al.. (2012). Appreciating networked learning. Proceedings of the International Conference on Networked Learning. 8. 577–578.1 indexed citations
Laat, Maarten de, et al.. (2005). Patterns of interaction in a networked learning community: Squaring the circle. ePrints Soton (University of Southampton).9 indexed citations
16.
Laat, Maarten de, Vic Lally, & Lasse Lipponen. (2005). Teaching online in Networked Learning Communities: A multi-method approach. ePrints Soton (University of Southampton).3 indexed citations
17.
Laat, Maarten de & Vic Lally. (2002). Individual and group learning processes in virtual professional development. ePrints Soton (University of Southampton).1 indexed citations
18.
Laat, Maarten de, et al.. (2002). El aprendizaje colectivo : perspectivas teóricas y modelos que apoyan la formación coordinada. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 14–27.1 indexed citations
19.
Simons, P.R.J. & Maarten de Laat. (2002). Collective Learning: Theoretical Perspectives and Ways To Support Networked Learning. Utrecht University Repository (Utrecht University). 27(27). 13–24.48 indexed citations
20.
Laat, Maarten de, et al.. (2000). SUPPORTING A COMMUNITY OF PRACTICE: THE ROLE OF WORKERS AS LEARNERS. ePrints Soton (University of Southampton). 2000(1). 1619–1622.11 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.