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.
Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning
Citations per year, relative to Nada Dabbagh Nada Dabbagh (= 1×)
peers
Stefan Hrastinski
Countries citing papers authored by Nada Dabbagh
Since
Specialization
Citations
This map shows the geographic impact of Nada Dabbagh'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 Nada Dabbagh with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nada Dabbagh more than expected).
This network shows the impact of papers produced by Nada Dabbagh. 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 Nada Dabbagh. The network helps show where Nada Dabbagh may publish in the future.
Co-authorship network of co-authors of Nada Dabbagh
This figure shows the co-authorship network connecting the top 25 collaborators of Nada Dabbagh.
A scholar is included among the top collaborators of Nada Dabbagh 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 Nada Dabbagh. Nada Dabbagh is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Wu, Teresa, et al.. (2020). Affordance Analysis of WordPress. 43–57.
5.
Dabbagh, Nada, et al.. (2017). Affordance Analysis of Google+ Features: Advancing Teaching and Learning in Higher Education. Journal of educational multimedia and hypermedia. 26(4). 283–297.1 indexed citations
Dabbagh, Nada, et al.. (2010). Student and Instructor Perceptions of the Usefulness of Computer-Based Microworlds in Supporting the Teaching and Assessment of Computer Networking Skills: An Exploratory Study.. AEE Journal. 2(1).2 indexed citations
10.
Dabbagh, Nada, et al.. (2009). Case designs for ill-structured problems: Analysis and implications for practice. Journal of educational multimedia and hypermedia. 18(2). 141–170.1 indexed citations
11.
Samsonovich, Alexei V., Kenneth De Jong, Anastasia Kitsantas, et al.. (2008). Cognitive Constructor: An Intelligent Tutoring System Based on a Biologically Inspired Cognitive Architecture (BICA). 311–325.16 indexed citations
Dabbagh, Nada. (2004). Distance Learning: Emerging Pedagogical Issues and Learning Designs. The Quarterly Review of Distance Education. 5(1). 37–49.25 indexed citations
16.
Kitsantas, Anastasia & Nada Dabbagh. (2004). Supporting Self-Regulation in Distributed Learning Environments with Web-Based Pedagogical Tools: An Exploratory Study. Journal on excellence in college teaching. 15(1). 119–142.22 indexed citations
17.
Dabbagh, Nada & Anastasia Kitsantas. (2004). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. International journal on e-learning. 3(1). 40–47.167 indexed citations
18.
Dabbagh, Nada. (2002). Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design.. Journal of educational multimedia and hypermedia. 11(4). 291–322.7 indexed citations
19.
Dabbagh, Nada. (2002). The evolution of authoring tools and hypermedia learning systems: Current and future implications. Educational Technology archive. 42(4). 24–31.5 indexed citations
20.
Dabbagh, Nada, et al.. (1999). Web-Based Course Authoring Tools: Pedagogical Implications. EdMedia: World Conference on Educational Media and Technology. 1999(1). 248–253.
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.