Michael Derntl
About
In The Last Decade
Michael Derntl
84 papers receiving 920 citations
Peers
Comparison fields: 5 of 104
- Education 371
- Computer Science Applications 327
- Developmental and Educational Psychology 277
- Information Systems 239
- Artificial Intelligence 114
Countries citing papers authored by Michael Derntl
This map shows the geographic impact of Michael Derntl'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 Michael Derntl with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael Derntl more than expected).
Fields of papers citing papers by Michael Derntl
This network shows the impact of papers produced by Michael Derntl. 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 Michael Derntl. The network helps show where Michael Derntl may publish in the future.
Co-authorship network of co-authors of Michael Derntl
This figure shows the co-authorship network connecting the top 25 collaborators of Michael Derntl. A scholar is included among the top collaborators of Michael Derntl 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 Michael Derntl. Michael Derntl is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Lost in Interaction in IMS Learning Design Runtime Environments | 1 |
| 2 | 9 | |
| 3 | Development Patterns of Scientific Communities in Technology Enhanced Learning | 9 |
| 4 | 8 | |
| 5 | Maximizing Student Inclusion as an Expression of Person-Centered Education | 1 |
| 6 | Report on the Standardized Description of Instructional Models | 6 |
| 7 | DER EINSATZ VON ONLINE-PEER-REVIEWS ALS KOLLABORATIVE LERNFORM | 4 |
| 8 | ActiveCC - A Collaborative Framework for Supporting the Implementation of Active Curricula | 2 |
| 9 | Beauty and Precision in Instructional Design | 3 |
| 10 | Towards an Active Curriculum for Computer Science | 5 |
| 11 | Web 2.0 as Platform for Inclusive Universal Access inCooperative Learning and Knowledge Sharing | 5 |
| 12 | A Generic View on Web-Supported Peer-Evaluation | 2 |
| 13 | 0 | |
| 14 | CEWebS - Cooperative Environment Web Services | 14 |
| 15 | 1 | |
| 16 | The Person-Centered e-Learning Pattern Repository: Design for Reuse and Extensibility | 14 |
| 17 | 2 | |
| 18 | Employing Patterns for Web-Based, Person-Centered Learning: Concept and First Experiences | 9 |
| 19 | Towards a Pattern Language for Person-Centered e-Learning | 5 |
| 20 | Conceptual Modeling of Reusable Learning Scenarios for Person-centered E-learning | 3 |
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.