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.
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
2005642 citationsBram De Wever, Tammy Schellens et al.profile →
Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology
2009578 citationsMartín Valcke, Johan van Braak et al.profile →
The impact of primary school teachers’ educational beliefs on the classroom use of computers
2008467 citationsJo Tondeur, Johan van Braak et al.profile →
The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback
2017360 citationsNgoc Thuy Thi Thai, Bram De Wever et al.profile →
Teachers and their implementation of differentiated instruction in the classroom
Citations per year, relative to Martín Valcke Martín Valcke (= 1×)
peers
Khe Foon Hew
Countries citing papers authored by Martín Valcke
Since
Specialization
Citations
This map shows the geographic impact of Martín Valcke'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 Martín Valcke with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Martín Valcke more than expected).
This network shows the impact of papers produced by Martín Valcke. 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 Martín Valcke. The network helps show where Martín Valcke may publish in the future.
Co-authorship network of co-authors of Martín Valcke
This figure shows the co-authorship network connecting the top 25 collaborators of Martín Valcke.
A scholar is included among the top collaborators of Martín Valcke 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 Martín Valcke. Martín Valcke is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Valcke, Martín, et al.. (2018). Onderwijsbeleid in Vlaanderen. Ghent University Academic Bibliography (Ghent University).1 indexed citations
5.
Backer, Liesje De, Hilde Van Keer, & Martín Valcke. (2014). Exploring the relations between reciprocal peer tutoring groups' metacognitive regulation, cognitive processing, and transactive discussions. Ghent University Academic Bibliography (Ghent University).1 indexed citations
6.
Backer, Liesje De, Hilde Van Keer, & Martín Valcke. (2013). Learning to regulate from peers? An analysis on peer tutoring groups' metacognitive regulation. Ghent University Academic Bibliography (Ghent University).1 indexed citations
7.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2013). Considerately developing e-safety interventions: a design based research approach. Ghent University Academic Bibliography (Ghent University).1 indexed citations
8.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2012). Educating our kids about the risks of social network sites: useful or pointless?. Ghent University Academic Bibliography (Ghent University).2 indexed citations
9.
Tondeur, Jo, Johan van Braak, & Martín Valcke. (2010). De invloed van leraar- en schoolkenmerken op het gebruik van ict in het lager onderwijs. SHILAP Revista de lepidopterología.2 indexed citations
10.
Bourgonjon, Jeroen, Martín Valcke, Ronald Soetaert, & Tammy Schellens. (2009). Exploring the acceptance of video games in the classroom by secondary school students. Ghent University Academic Bibliography (Ghent University).9 indexed citations
11.
Keer, Hilde Van, et al.. (2007). Cross-age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions.. Ghent University Academic Bibliography (Ghent University).1 indexed citations
12.
Keer, Hilde Van, et al.. (2007). Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-to-face setting. Ghent University Academic Bibliography (Ghent University).1 indexed citations
13.
Valcke, Martín. (2005). Onderwijskunde als ontwerpwetenschap (3rd edition).. Ghent University Academic Bibliography (Ghent University).1 indexed citations
14.
Valcke, Martín, et al.. (2005). Meten en Onderwijskundig onderzoek. Ghent University Academic Bibliography (Ghent University).2 indexed citations
15.
Verschaffel, Lieven, et al.. (2005). Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains. Ghent University Academic Bibliography (Ghent University).2 indexed citations
16.
Valcke, Martín, et al.. (2004). Digitaal leren. ICT toepassingen in het Hoger Onderwijs.. Ghent University Academic Bibliography (Ghent University).2 indexed citations
17.
Valcke, Martín. (2004). ICT en de ondersteuning van communicatie: de lange weg naar samenwerkend leren. Ghent University Academic Bibliography (Ghent University).1 indexed citations
18.
Schellens, Tammy & Martín Valcke. (2002). Asynchrone discussiegroepen: een onderzoek naar de invloed op cognitieve kennisverwerking. SHILAP Revista de lepidopterología.2 indexed citations
19.
Martens, Rob, et al.. (1995). The use of embedded support devices in interactive learning environments: the impact of student characteristics. Theoretical base. Ghent University Academic Bibliography (Ghent University).2 indexed citations
20.
Valcke, Martín. (1983). Computerspelletjes in het onderwijs. Ghent University Academic Bibliography (Ghent University).1 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.