Ornit Sagy

527 total citations
20 papers, 302 citations indexed

About

Ornit Sagy is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Ornit Sagy has authored 20 papers receiving a total of 302 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in Information Systems. Recurrent topics in Ornit Sagy's work include Innovative Teaching and Learning Methods (10 papers), Online and Blended Learning (6 papers) and Evaluation of Teaching Practices (5 papers). Ornit Sagy is often cited by papers focused on Innovative Teaching and Learning Methods (10 papers), Online and Blended Learning (6 papers) and Evaluation of Teaching Practices (5 papers). Ornit Sagy collaborates with scholars based in Israel, Netherlands and United States. Ornit Sagy's co-authors include Yael Kali, Susan McKenney, Yotam Hod, Vanessa Svihla, Richard Reeve, Tali Tal, Dan Zilberstein, Shimon Gepstein, Tsvi Kuflik and Rikke Magnussen and has published in prestigious journals such as Studies in Higher Education, British Journal of Educational Technology and Higher Education Research & Development.

In The Last Decade

Ornit Sagy

18 papers receiving 283 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Ornit Sagy Israel 10 200 103 58 57 24 20 302
Susan Blackley Australia 10 228 1.1× 58 0.6× 84 1.4× 84 1.5× 25 1.0× 26 375
Tiina Korhonen Finland 10 121 0.6× 61 0.6× 64 1.1× 57 1.0× 18 0.8× 34 255
Piet Ankiewicz South Africa 13 295 1.5× 129 1.3× 46 0.8× 39 0.7× 36 1.5× 34 427
Renate Motschnig Austria 10 116 0.6× 76 0.7× 78 1.3× 79 1.4× 22 0.9× 69 287
Margot Van Dyke United States 5 181 0.9× 116 1.1× 41 0.7× 70 1.2× 34 1.4× 11 294
Ellina Chernobilsky United States 10 234 1.2× 177 1.7× 47 0.8× 29 0.5× 18 0.8× 15 346
Joshua A. Ellis United States 10 340 1.7× 127 1.2× 40 0.7× 79 1.4× 14 0.6× 27 458
Benjamin Bell United States 5 142 0.7× 181 1.8× 37 0.6× 70 1.2× 18 0.8× 24 316
Susanne Walan Sweden 11 173 0.9× 60 0.6× 52 0.9× 39 0.7× 15 0.6× 28 266
Elizabeth Masterman United Kingdom 8 172 0.9× 132 1.3× 45 0.8× 129 2.3× 38 1.6× 10 299

Countries citing papers authored by Ornit Sagy

Since Specialization
Citations

This map shows the geographic impact of Ornit Sagy'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 Ornit Sagy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ornit Sagy more than expected).

Fields of papers citing papers by Ornit Sagy

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ornit Sagy. 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 Ornit Sagy. The network helps show where Ornit Sagy may publish in the future.

Co-authorship network of co-authors of Ornit Sagy

This figure shows the co-authorship network connecting the top 25 collaborators of Ornit Sagy. A scholar is included among the top collaborators of Ornit Sagy 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 Ornit Sagy. Ornit Sagy 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.
Kali, Yael, Ornit Sagy, Camillia Matuk, & Rikke Magnussen. (2023). School participation in citizen science (SPICES): substantiating a field of research and practice. Instructional Science. 51(5). 687–694. 7 indexed citations
2.
Hod, Yotam & Ornit Sagy. (2022). School enculturation discourse: a meta synthesis from research in the learning sciences. Information and Learning Sciences. 123(9/10). 621–641. 3 indexed citations
3.
4.
Sagy, Ornit, et al.. (2019). Citizen Science in Schools: Supporting Implementation of Innovative Learning Environments Using Design-Centric Research-Practice Partnerships. Computer Supported Collaborative Learning. 1 indexed citations
5.
Hod, Yotam & Ornit Sagy. (2019). Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools. International Journal of Computer-Supported Collaborative Learning. 14(2). 143–164. 24 indexed citations
6.
Kali, Yael, et al.. (2019). Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework. British Journal of Educational Technology. 50(5). 2162–2177. 29 indexed citations
7.
Sagy, Ornit, Yotam Hod, & Yael Kali. (2019). Teaching and learning cultures in higher education: a mismatch in conceptions. Higher Education Research & Development. 38(4). 849–863. 12 indexed citations
8.
Hod, Yotam, Ornit Sagy, & Yael Kali. (2018). The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change. International Journal of Computer-Supported Collaborative Learning. 13(4). 457–466. 9 indexed citations
9.
Hod, Yotam, et al.. (2018). The role of productive social failure in fostering creative collaboration: A grounded study exploring a classroom learning community. Thinking Skills and Creativity. 30. 145–159. 9 indexed citations
10.
Ferguson, Rebecca, Sarit Barzilai, Dani Ben‐Zvi, et al.. (2017). Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6. Open Research Online (The Open University). 20 indexed citations
11.
Hod, Yotam & Ornit Sagy. (2016). Learning the Learning Sciences: An Investigation of Newcomers' Sociocultural Ideas.. ICLS. 1 indexed citations
12.
Sagy, Ornit, et al.. (2016). The Culture of Learning Continuum: promoting internal values in higher education. Studies in Higher Education. 43(3). 416–436. 14 indexed citations
13.
Svihla, Vanessa, Richard Reeve, Ornit Sagy, & Yael Kali. (2015). A fingerprint pattern of supports for teachers’ designing of technology-enhanced learning. Instructional Science. 43(2). 283–307. 31 indexed citations
14.
Kali, Yael, Susan McKenney, & Ornit Sagy. (2015). Teachers as designers of technology enhanced learning. Instructional Science. 43(2). 173–179. 90 indexed citations
15.
Voogt, Joke, Susan McKenney, Yael Kali, & Ornit Sagy. (2014). Teachers as designers. University of Twente Research Information. 17(3). 3–6. 1 indexed citations
16.
Kali, Yael, et al.. (2014). Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model that Streamlines Learning between Classroom, Museum, and Home. IEEE Transactions on Learning Technologies. 8(1). 5–17. 22 indexed citations
17.
Sagy, Ornit & Yael Kali. (2013). Learning and Teaching Cultures in Higher Education: The Role of Technology in Turning the Vicious Cycle into a Virtuous One. 1 indexed citations
18.
Tal, Tali, et al.. (2012). Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning. CBE—Life Sciences Education. 11(4). 402–412. 26 indexed citations
19.
Sagy, Ornit, et al.. (2012). Promoting a Culture of Learning based on Internal Values in Large Undergraduate Courses: The added Value of Technology. 1 indexed citations
20.
Sagy, Ornit & Orit Hazzan. (2007). Diversity in Excellence Fostering Programs: The Case of the Informatics Olympiad. Journal of Computers in Mathematics and Science Teaching. 26(3). 233–253. 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.

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