Sawsen Lakhal

2.0k total citations · 1 hit paper
56 papers, 1.3k citations indexed

About

Sawsen Lakhal is a scholar working on Education, Sociology and Political Science and Information Systems and Management. According to data from OpenAlex, Sawsen Lakhal has authored 56 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 12 papers in Sociology and Political Science and 11 papers in Information Systems and Management. Recurrent topics in Sawsen Lakhal's work include Online and Blended Learning (21 papers), Technology Adoption and User Behaviour (11 papers) and Online Learning and Analytics (10 papers). Sawsen Lakhal is often cited by papers focused on Online and Blended Learning (21 papers), Technology Adoption and User Behaviour (11 papers) and Online Learning and Analytics (10 papers). Sawsen Lakhal collaborates with scholars based in Canada, France and Germany. Sawsen Lakhal's co-authors include Hager Khechine, Géraldine Heilporn, Daniel Pascot, Marilou Bélisle, Joséphine Mukamurera, Serge Sévigny, Éric Frénette, Christina St‐Onge, Martha Cleveland‐Innes and Maurice Tardif and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Applied Ergonomics.

In The Last Decade

Sawsen Lakhal

54 papers receiving 1.3k citations

Hit Papers

align trajectories

What are hit papers?

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.

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

2021 178 citations Géraldine Heilporn, Sawsen Lakhal et al. International Journal of Educational Technology in Higher Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sawsen Lakhal Canada	19	726	368	257	224	182	56	1.3k
Nicolae Nistor Germany	20	497 0.7×	290 0.8×	339 1.3×	256 1.1×	170 0.9×	82	1.2k
Bram Pynoo Belgium	17	667 0.9×	448 1.2×	269 1.0×	193 0.9×	138 0.8×	40	1.4k
Ahmad Fauzi Mohd Ayub Malaysia	20	1.0k 1.4×	261 0.7×	212 0.8×	162 0.7×	346 1.9×	190	1.7k
Jianxia Du Macao	22	921 1.3×	160 0.4×	315 1.2×	164 0.7×	268 1.5×	64	1.5k
Tzyh-Lih Hsia Taiwan	8	534 0.7×	266 0.7×	204 0.8×	201 0.9×	106 0.6×	10	1.0k
Wenhao David Huang United States	17	508 0.7×	245 0.7×	323 1.3×	257 1.1×	485 2.7×	43	1.4k
Petri Nokelainen Finland	21	739 1.0×	126 0.3×	260 1.0×	229 1.0×	259 1.4×	109	1.6k
Harrison Hao Yang China	24	1.0k 1.4×	141 0.4×	259 1.0×	276 1.2×	241 1.3×	118	1.6k
Hatice Ferhan Odabaşı Türkiye	15	830 1.1×	152 0.4×	214 0.8×	112 0.5×	172 0.9×	79	1.3k
Κλεοπάτρα Νικολοπούλου Greece	21	783 1.1×	327 0.9×	341 1.3×	177 0.8×	109 0.6×	48	1.5k

Countries citing papers authored by Sawsen Lakhal

Since Specialization

Citations

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

Fields of papers citing papers by Sawsen Lakhal

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sawsen Lakhal

This figure shows the co-authorship network connecting the top 25 collaborators of Sawsen Lakhal. A scholar is included among the top collaborators of Sawsen Lakhal 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 Sawsen Lakhal. Sawsen Lakhal 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

Bélisle, Marilou, Géraldine Heilporn, Patrick Lavoie, et al.. (2022). Development and Validation of a Measurement Scale for the Professionalization of University Students in Health Sciences. SHILAP Revista de lepidopterología. 45(spécial). 215–247. 1 indexed citations

Lakhal, Sawsen, et al.. (2022). Drivers of iPad use by undergraduate medical students: the Technology Acceptance Model perspective. BMC Medical Education. 22(1). 87–87. 8 indexed citations

Lakhal, Sawsen, et al.. (2022). Musculoskeletal disorder (MSD) prevention practices by nurses working in health care settings: Facilitators and barriers to implementation. Applied Ergonomics. 106. 103895–103895. 7 indexed citations

Lakhal, Sawsen, et al.. (2021). Students and instructors perspective on blended synchronous learning in a Canadian graduate program. Journal of Computer Assisted Learning. 37(5). 1383–1396. 28 indexed citations

Heilporn, Géraldine, Sawsen Lakhal, & Marilou Bélisle. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education. 18(1). 25–25. 178 indexed citations breakdown →

Lock, Jennifer, et al.. (2021). Creating technology‐enabled lifelong learning: A heutagogical approach. British Journal of Educational Technology. 52(4). 1646–1662. 36 indexed citations

Mukamurera, Joséphine, Sawsen Lakhal, & Benjamin Kutsyuruba. (2020). Les programmes d’insertion professionnelle pour les enseignants débutants au Québec : mesures offertes et retombées perçues. Canadian Journal of Education / Revue canadienne de l éducation. 43(4). 1035–1070. 1 indexed citations

Mukamurera, Joséphine, et al.. (2020). Pourquoi les enseignants débutants ne se sentent-ils pas assez soutenus ?. Phronesis. 8(3-4). 5–18. 9 indexed citations

Mukamurera, Joséphine, et al.. (2020). L’implantation de programmes d’insertion professionnelle dans l’enseignement : qu’en pensent les enseignants débutants ?. SHILAP Revista de lepidopterología. 42. 4 indexed citations

10.

Lakhal, Sawsen, et al.. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. International Journal of Educational Technology in Higher Education. 17(1). 45 indexed citations

11.

Mukamurera, Joséphine, Sawsen Lakhal, & Maurice Tardif. (2019). L’expérience difficile du travail enseignant et les besoins de soutien chez les enseignants débutants au Québec. SHILAP Revista de lepidopterología. 16-1. 15 indexed citations

12.

Khechine, Hager & Sawsen Lakhal. (2018). Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics. Journal of Information Technology Education Research. 17. 63–102. 47 indexed citations

13.

Lakhal, Sawsen, et al.. (2017). Blended Synchronous Delivery Modes in Graduate Programs: A Literature Review and How it is Implemented in the Master Teacher Program. SHILAP Revista de lepidopterología. 10. 47–60. 48 indexed citations

14.

Khechine, Hager, et al.. (2016). A meta‐analysis of the UTAUT model: Eleven years later. Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l Administration. 33(2). 138–152. 170 indexed citations

15.

Khechine, Hager & Sawsen Lakhal. (2015). EFFECTS OF WEBINAR USE ON STUDENT PERFORMANCE IN HIGHER EDUCATION: WHAT ABOUT GRADES?. EDULEARN15 Proceedings. 329–337. 2 indexed citations

16.

Lakhal, Sawsen, et al.. (2015). Technological factors explaining student dropout from online courses in higher education: a review. EdMedia: World Conference on Educational Media and Technology. 2015(1). 1806–1811. 7 indexed citations

17.

Lakhal, Sawsen, Hager Khechine, & Daniel Pascot. (2014). Academic Students’ Satisfaction and Learning Outcomes in a HyFlex Course: Do Delivery Modes Matter?. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2014(1). 1075–1083. 11 indexed citations

18.

Khechine, Hager, et al.. (2013). STUDENTS ACCEPTANCE OF ELLUMINATE USE IN A BLENDED LEARNING COURSE. 5333–5341. 5 indexed citations

19.

Khechine, Hager, Sawsen Lakhal, & Daniel Pascot. (2009). Efficacité du Podcasting en enseignement et apprentissage : Résultats empiriques pour un cours donné en formule mixte. Systèmes d information & management. Volume 14(1). 103–130. 2 indexed citations

20.

Lakhal, Sawsen, Hager Khechine, & Daniel Pascot. (2007). Evaluation of the Effectiveness of Podcasting in Teaching and Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2007(1). 6181–6188. 20 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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