Margus Pedaste
About
In The Last Decade
Margus Pedaste
110 papers receiving 3.8k citations
Hit Papers
Peers
Comparison fields: 5 of 162
- Education 2.0k
- Developmental and Educational Psychology 1.1k
- Computer Science Applications 914
- Information Systems 698
- Sociology and Political Science 318
Countries citing papers authored by Margus Pedaste
This map shows the geographic impact of Margus Pedaste'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 Margus Pedaste with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Margus Pedaste more than expected).
Fields of papers citing papers by Margus Pedaste
This network shows the impact of papers produced by Margus Pedaste. 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 Margus Pedaste. The network helps show where Margus Pedaste may publish in the future.
Co-authorship network of co-authors of Margus Pedaste
This figure shows the co-authorship network connecting the top 25 collaborators of Margus Pedaste. A scholar is included among the top collaborators of Margus Pedaste 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 Margus Pedaste. Margus Pedaste is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 9 | |
| 2 | 1 | |
| 3 | 8 | |
| 4 | 3 | |
| 5 | Challenges in Organizing Online Conferences: Lessons of the COVID-19 Era | 7 |
| 6 | 0 | |
| 7 | Exploring Teachers’ Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education breakdown → | 199 |
| 8 | 8 | |
| 9 | 6 | |
| 10 | Teachers' Readiness to Use Inquiry-Based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-Based Learning. | 33 |
| 11 | HOW DO COGNITIVE ABILITY AND STUDY MOTIVATION PREDICT THE ACADEMIC PERFORMANCE OF IT STUDENTS | 5 |
| 12 | PREDICTORS OF INFORMATICS STUDENTS’ PROGRESS AND GRADUATION IN UNIVERSITY STUDIES | 8 |
| 13 | HOW CAN VIDEOS HELP ACHIEVE EDUCATIONAL OBJECTIVES | 1 |
| 14 | THE ROLE OF UNIVERSITY MENTORS IN TEACHER STUDENTS’ PEDAGOGICAL PRACTICE | 0 |
| 15 | WHAT INFLUENCES STUDENTS TO STUDY INFORMATION AND COMMUNICATION TECHNOLOGY | 8 |
| 16 | 60 | |
| 17 | 97 | |
| 18 | Web-based inquiry learning environment young scientist | 2 |
| 19 | Semiotic Perspectives to the Students’ Conceptual Development with the Virtual Inquiry in "Young Scientist“ Environment | 1 |
| 20 | A Pilot Study of the Web-based Environmental Simulation | 2 |
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.