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.
Citations per year, relative to Nwy Law Nwy Law (= 1×)
peers
Adile Aşkım Kurt
Countries citing papers authored by Nwy Law
Since
Specialization
Citations
This map shows the geographic impact of Nwy Law'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 Nwy Law with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nwy Law more than expected).
This network shows the impact of papers produced by Nwy Law. 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 Nwy Law. The network helps show where Nwy Law may publish in the future.
Co-authorship network of co-authors of Nwy Law
This figure shows the co-authorship network connecting the top 25 collaborators of Nwy Law.
A scholar is included among the top collaborators of Nwy Law 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 Nwy Law. Nwy Law is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Law, Nwy, et al.. (2018). Learning Design Studio: a Pedagogically Grounded Productivity and Collaboration Platform for Learning Design and Analytics Professionals.1 indexed citations
2.
Law, Nwy, et al.. (2018). Refining Design Principles for Scalable Innovation Networks through International Comparative Analysis of Innovation Learning Architectures.
3.
Law, Nwy, et al.. (2017). Bridging Learning Analytics to Learning Design through a Pattern Language Based Learning Design Studio.
4.
Law, Nwy, et al.. (2016). Self-directed learning in science education: explicating the enabling factors. ICLS.3 indexed citations
5.
Law, Nwy, et al.. (2010). Online Performance Assessment of students’ information literacy skills in Science, Mathematics and Mother Tongue.1 indexed citations
6.
Law, Nwy, et al.. (2010). The Changing Face of Education in Hong Kong: Transition into the 21st Century. The HKU Scholars Hub (University of Hong Kong).13 indexed citations
7.
Plomp, Tjeerd, et al.. (2009). Cross-National Information and Communication Technology Policies and Practices in Education (Revised Second Edition).19 indexed citations
8.
Leng, Jiewu, et al.. (2008). Characterizing patterns of interaction in knowledge building discourse.2 indexed citations
Law, Nwy, et al.. (2003). The'Second Wave' of ICT in Education: From Facilitating Teaching and Learning to Engendering Education Reform: Proceedings of the International Conference on Computers in Education 2003.1 indexed citations
14.
Law, Nwy, et al.. (2003). The Challenge of Instituting Pedagogical Change as an External Agent. The HKU Scholars Hub (University of Hong Kong).1 indexed citations
15.
Law, Nwy, et al.. (2003). Pedagogical Innovations and Use of ICT. The HKU Scholars Hub (University of Hong Kong).3 indexed citations
16.
Law, Nwy, et al.. (1999). The Second International Information Technology in Education Study: Hong Kong SAR Report. The HKU Scholars Hub (University of Hong Kong).3 indexed citations
17.
Law, Nwy, et al.. (1999). Improving IT training for serving teachers through evaluation.36 indexed citations
18.
Law, Nwy, et al.. (1996). Learning About Water & Matter: A First Experience with the SMILE Approach (Chinese version).1 indexed citations
19.
Law, Nwy. (1996). Science and Mathematics Achievements at the Junior Secondary Level in Hong Kong: A Summary Report for Hong Kong in the Third International Mathematics and Science Study (TIMSS). The HKU Scholars Hub (University of Hong Kong).4 indexed citations
20.
Law, Nwy. (1995). A more challenging curriculum to motivate academically low achievers. The HKU Scholars Hub (University of Hong Kong).
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.