Özlem Baydaş

771 total citations
27 papers, 590 citations indexed

About

Özlem Baydaş is a scholar working on Education, Developmental and Educational Psychology and Gender Studies. According to data from OpenAlex, Özlem Baydaş has authored 27 papers receiving a total of 590 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 10 papers in Developmental and Educational Psychology and 8 papers in Gender Studies. Recurrent topics in Özlem Baydaş's work include Gender and Technology in Education (8 papers), Education and Technology Integration (7 papers) and Online and Blended Learning (6 papers). Özlem Baydaş is often cited by papers focused on Gender and Technology in Education (8 papers), Education and Technology Integration (7 papers) and Online and Blended Learning (6 papers). Özlem Baydaş collaborates with scholars based in Türkiye. Özlem Baydaş's co-authors include Yüksel Göktaş, Rabia Meryem Yılmaz, Sevda Küçük, Nuray Gedik, Türkan Karakuş, Melike Aydemir, Samet Kapakin, Fatma Burcu Topu, Zeynep Turan and Murat Çoban and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Özlem Baydaş

27 papers receiving 557 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Özlem Baydaş Türkiye	11	314	228	128	91	85	27	590
Sami Şahin Türkiye	12	297 0.9×	170 0.7×	95 0.7×	141 1.5×	45 0.5×	38	629
İlknur Reisoğlu Türkiye	13	362 1.2×	313 1.4×	92 0.7×	90 1.0×	46 0.5×	29	642
Ömer Delialioğlu Türkiye	10	448 1.4×	177 0.8×	143 1.1×	66 0.7×	29 0.3×	33	636
Μaria Meletiou-Mavrotheris Cyprus	17	355 1.1×	138 0.6×	97 0.8×	43 0.5×	24 0.3×	54	696
Eric Poitras Canada	15	268 0.9×	119 0.5×	306 2.4×	68 0.7×	31 0.4×	50	680
Louise Yarnall United States	13	262 0.8×	164 0.7×	145 1.1×	61 0.7×	24 0.3×	30	590
Eirini Sifaki Greece	10	298 0.9×	229 1.0×	69 0.5×	71 0.8×	40 0.5×	19	562
Maria Spante Sweden	7	296 0.9×	335 1.5×	28 0.2×	76 0.8×	24 0.3×	30	593
Cathleen Norris United States	13	396 1.3×	280 1.2×	225 1.8×	140 1.5×	40 0.5×	44	707
Yalın Kılıç Türel Türkiye	13	461 1.5×	215 0.9×	61 0.5×	111 1.2×	38 0.4×	38	738

Countries citing papers authored by Özlem Baydaş

Since Specialization

Citations

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

Fields of papers citing papers by Özlem Baydaş

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Özlem Baydaş

This figure shows the co-authorship network connecting the top 25 collaborators of Özlem Baydaş. A scholar is included among the top collaborators of Özlem Baydaş 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 Özlem Baydaş. Özlem Baydaş is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Baydaş, Özlem, et al.. (2023). Prediction of students’ learning outcomes by various variables in gamified online accounting courses. Education and Information Technologies. 28(12). 16979–17007. 3 indexed citations

Baydaş, Özlem, et al.. (2022). Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study. Contemporary Educational Technology. 14(3). ep368–ep368. 2 indexed citations

Baydaş, Özlem, et al.. (2020). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ BİLİŞİM TEKNOLOJİLERİ EĞİTİMLERİNİN 5E DERS PLANI UYGULAMALARINA YANSIMASI. Eğitim Teknolojisi Kuram ve Uygulama. 10(2). 427–451. 1 indexed citations

Baydaş, Özlem, et al.. (2020). Interaction between Group Work, Motivation and Instructional Feedback in Project-Based Courses.. 12(1). 18. 3 indexed citations

Baydaş, Özlem, et al.. (2018). Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımında Üniversite Öğrencilerinin Tartışma Süreçlerinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 19(3). 564–581. 7 indexed citations

Baydaş, Özlem, et al.. (2018). USING FLIPPED CLASSROOM APPROACH IN COMPUTERIZED ACCOUNTING EDUCATION. Muhasebe Bilim Dünyası Dergisi. 20(4). 980–994. 5 indexed citations

Baydaş, Özlem, et al.. (2017). Öğretmen Adaylarının Gelecekteki Derslerinde Teknoloji Kullanma Kabullerinin Sınıf Düzeylerine ve Branşlara Göre Farkı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 1 indexed citations

Baydaş, Özlem & Rabia Meryem Yılmaz. (2017). A model for pre-service teachers' intention to use interactive white boards in their future lessons. SHILAP Revista de lepidopterología. 7(1). 59–59. 7 indexed citations

Baydaş, Özlem, et al.. (2017). Grup Çalışması Ortamlarına Karşı Öğrenci Tutumları Ölçeğinin (GÇOÖT) Türkçeye Uyarlanması. İlköğretim Online. 16(3). 1049–1057. 3 indexed citations

10.

Yılmaz, Rabia Meryem & Özlem Baydaş. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Educational Technology Research and Development. 65(6). 1547–1567. 77 indexed citations

11.

Karakuş, Türkan, et al.. (2016). Orchestrating learning during implementation of a 3D virtual world. New Review of Hypermedia and Multimedia. 22(4). 303–320. 7 indexed citations

12.

Baydaş, Özlem & Rabia Meryem Yılmaz. (2016). Pre‐service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology. 49(1). 137–152. 48 indexed citations

13.

Yılmaz, Rabia Meryem & Özlem Baydaş. (2016). Pre-service teachers’ behavioral intention to make educational animated movies and their experiences. Computers in Human Behavior. 63. 41–49. 8 indexed citations

14.

Baydaş, Özlem, et al.. (2016). Öğretmenlerin ve Öğretmen Adaylarının BT Kullanma Niyetleri: BT’yi Okullarla Bütünleştirmede Anahtar Faktörler. SHILAP Revista de lepidopterología. 12(1). 1 indexed citations

15.

Baydaş, Özlem & Yüksel Göktaş. (2015). Influential factors on preservice teachers' intentions to use ICT in future lessons. Computers in Human Behavior. 56. 170–178. 50 indexed citations

16.

Baydaş, Özlem, Sevda Küçük, Rabia Meryem Yılmaz, Melike Aydemir, & Yüksel Göktaş. (2015). Educational technology research trends from 2002 to 2014. Scientometrics. 105(1). 709–725. 51 indexed citations

17.

Küçük, Sevda, Rabia Meryem Yılmaz, Özlem Baydaş, & Yüksel Göktaş. (2014). Augmented Reality Applications Attitude Scale in Secondary Schools: Validity and Reliability Study. TED EĞİTİM VE BİLİM. 39(176). 383–392. 66 indexed citations

18.

Baydaş, Özlem, et al.. (2014). Retention and flow under guided and unguided learning experience in 3D virtual worlds. Computers in Human Behavior. 44. 96–102. 18 indexed citations

19.

Baydaş, Özlem, et al.. (2013). Challenges Faced by Project Competition Participants and Recommended Solutions. Educational Sciences Theory & Practice. 13(2). 1305–1314. 3 indexed citations

20.

Topu, Fatma Burcu, Özlem Baydaş, Zeynep Turan, & Yüksel Göktaş. (2013). COMMON RELIABILITY AND VALIDITY STRATEGIES IN INSTRUCTIONAL TECHNOLOGY RESEARCH. 42(1). 110–126. 5 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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