Ruth Boelens
- Education top 2%
- Innovative Teaching Methods 2
- Online and Blended Learning 2
- Higher Education Learning Practices 2
- Evaluation of Teaching Practices 2
- Student Assessment and Feedback 2
- Reflective Practices in Education 1
- Problem and Project Based Learning 1
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- Innovative Teaching and Learning Methods 4
- Information Systems top 5%
- Co-authors
- Bram De WeverMichiel VoetJan ElenStijn Van LaerYves RosseelAlain VerstraeteAnselme DereseSusan McKenney
- Partner nations
- BelgiumNetherlands
In The Last Decade
Ruth Boelens
7 papers receiving 650 citations
Hit Papers
Peers
Comparison fields: 5 of 77
- Computer Science Applications 185
- Education 537
- Developmental and Educational Psychology 136
- Information Systems 141
- Human Factors and Ergonomics 10
Countries citing papers authored by Ruth Boelens
This map shows the geographic impact of Ruth Boelens'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 Ruth Boelens with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ruth Boelens more than expected).
Fields of papers citing papers by Ruth Boelens
This network shows the impact of papers produced by Ruth Boelens. 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 Ruth Boelens. The network helps show where Ruth Boelens may publish in the future.
Co-authorship network
The 8 scholars most cited alongside Ruth Boelens, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2020 | 10 | |
| 2 | Vier didactische aandachtspunten om blended leren effectief in te zetten | 2018 | 0 |
| 3 | 2018 | 0 | |
| 4 | The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learningbreakdown → | 2018 | 193 |
| 5 | Collaborating on a shared document : vocational and technical students’ approaches and experiences | 2017 | 1 |
| 6 | Four key challenges to the design of blended learning: A systematic literature reviewbreakdown → | 2017 | 406 |
| 7 | 2017 | 13 | |
| 8 | 2015 | 22 | |
| 9 | Blended learning in adult education: towards a definition of blended learning | 2015 | 59 |
About Ruth Boelens
Ruth Boelens is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications, having authored 9 papers that have together received 704 indexed citations. Recurring topics across this work include Innovative Teaching and Learning Methods (4 papers), Innovative Teaching Methods (2 papers), Online and Blended Learning (2 papers), Higher Education Learning Practices (2 papers), Evaluation of Teaching Practices (2 papers), Student Assessment and Feedback (2 papers), Reflective Practices in Education (1 paper) and Problem and Project Based Learning (1 paper). The work is most often cited by research in Computer Science Applications (185 citations), Education (537 citations) and Developmental and Educational Psychology (136 citations). Ruth Boelens has collaborated with scholars based in Belgium and Netherlands. Frequent co-authors include Bram De Wever, Michiel Voet, Jan Elen, Stijn Van Laer, Yves Rosseel, Alain Verstraete, Anselme Derese and Susan McKenney.
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.