Serkan Şendağ

998 total citations · 1 hit paper
25 papers, 700 citations indexed

About

Serkan Şendağ is a scholar working on Education, Developmental and Educational Psychology and Communication. According to data from OpenAlex, Serkan Şendağ has authored 25 papers receiving a total of 700 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Communication. Recurrent topics in Serkan Şendağ's work include Online and Blended Learning (5 papers), EFL/ESL Teaching and Learning (5 papers) and Mobile Learning in Education (4 papers). Serkan Şendağ is often cited by papers focused on Online and Blended Learning (5 papers), EFL/ESL Teaching and Learning (5 papers) and Mobile Learning in Education (4 papers). Serkan Şendağ collaborates with scholars based in Türkiye and United States. Serkan Şendağ's co-authors include Hatice Ferhan Odabaşı, Mesut Duran, Nuray Gedik, Gürkay Birinci, Yavuz Akbulut, Kerem Kılıçer, Şacip Toker and Sezan Sezgin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Serkan Şendağ

22 papers receiving 613 citations

Hit Papers

Effects of an online problem based learning course on con... 2009 2026 2014 2020 2009 100 200 300
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.

  1. Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills
    2009 317 citations Serkan Şendağ, Hatice Ferhan Odabaşı Computers & Education profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Serkan Şendağ Türkiye 8 443 144 115 92 90 25 700
Gladis Kersaint United States 12 574 1.3× 103 0.7× 98 0.9× 29 0.3× 98 1.1× 28 718
Yehuda Peled Israel 13 290 0.7× 116 0.8× 58 0.5× 80 0.9× 165 1.8× 44 559
Davison M. Mupinga United States 9 478 1.1× 69 0.5× 124 1.1× 20 0.2× 84 0.9× 29 657
Jeffrey J. Kuenzi United States 5 361 0.8× 84 0.6× 103 0.9× 23 0.3× 53 0.6× 18 561
Ed Smeets Netherlands 9 381 0.9× 48 0.3× 119 1.0× 24 0.3× 115 1.3× 13 528
Nuri Balta Kazakhstan 13 454 1.0× 40 0.3× 130 1.1× 29 0.3× 111 1.2× 73 698
Tim Roberts Australia 11 507 1.1× 70 0.5× 334 2.9× 27 0.3× 123 1.4× 33 839
Jamie Costley South Korea 16 457 1.0× 41 0.3× 251 2.2× 36 0.4× 138 1.5× 75 805
Tamara Holmlund Nelson United States 17 764 1.7× 64 0.4× 276 2.4× 143 1.6× 59 0.7× 26 959
John Trushell United Kingdom 10 226 0.5× 48 0.3× 83 0.7× 44 0.5× 56 0.6× 19 373

Countries citing papers authored by Serkan Şendağ

Since Specialization
Citations

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

Fields of papers citing papers by Serkan Şendağ

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Serkan Şendağ

This figure shows the co-authorship network connecting the top 25 collaborators of Serkan Şendağ. A scholar is included among the top collaborators of Serkan Şendağ 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 Serkan Şendağ. Serkan Şendağ 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.
Gedik, Nuray, et al.. (2025). Encompassing AI attitudes: the role of AI literacy and several human and technology-oriented variables. Interactive Learning Environments. 1–16. 1 indexed citations
2.
Şendağ, Serkan, et al.. (2024). Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking. Thinking Skills and Creativity. 54. 101656–101656. 1 indexed citations
3.
Şendağ, Serkan, et al.. (2023). Fostering creative thinking skills through computer programming: Explicit or integrated teaching?. Education and Information Technologies. 28(9). 10819–10838. 1 indexed citations
4.
Şendağ, Serkan, et al.. (2021). Predictors of e-democracy applicability in Turkish K-12 schools. Education and Information Technologies. 27(3). 3321–3340. 3 indexed citations
5.
Şendağ, Serkan, et al.. (2019). Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme. SHILAP Revista de lepidopterología. 15(1). 1–27. 2 indexed citations
6.
7.
Şendağ, Serkan, Nuray Gedik, & Şacip Toker. (2018). Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening. Computers & Education. 125. 273–283. 34 indexed citations
8.
Şendağ, Serkan & Şacip Toker. (2016). FACTORS AFFECTING PARTICIPATION OF PRESERVICE TEACHERS IN E-DEMOCRACY. i-manager’s Journal on Educational Psychology. 13(2). 30–30. 2 indexed citations
9.
Şendağ, Serkan, et al.. (2016). Use of 3D Drawing Software in Promoting Creativity in Preschool. Kuramsal Eğitimbilim. 8(3). 316–336. 2 indexed citations
10.
Şendağ, Serkan, et al.. (2015). Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies. Contemporary Educational Technology. 6(3). 25 indexed citations
11.
Şendağ, Serkan & Nuray Gedik. (2015). Yükseköğretim Dönüşümünün Eşiğinde Türkiye’de Öğretmen Yetiştirme Sorunları: Bir Model Önerisi. Eğitim Teknolojisi Kuram ve Uygulama. 5(1). 19 indexed citations
12.
13.
Duran, Mesut & Serkan Şendağ. (2012). A Preliminary Investigation into Critical Thinking Skills of Urban High School Students: Role of an IT/STEM Program. Creative Education. 3(2). 241–250. 65 indexed citations
14.
15.
Şendağ, Serkan & Mesut Duran. (2012). Comparing preservice teachers perceptions of online problem- based learning and online instructor-led learning. Procedia - Social and Behavioral Sciences. 31. 212–217. 3 indexed citations
16.
Duran, Mesut, et al.. (2011). Impact of Research-Based Professional Development: Investigation of Inservice Teacher Learning and Practice in Wiki Integration. Society for Information Technology & Teacher Education International Conference. 2011(1). 4319–4326. 2 indexed citations
17.
Duran, Mesut, et al.. (2011). Impact of Research-Based Professional Development. Journal of Research on Technology in Education. 44(4). 313–334. 22 indexed citations
18.
Odabaşı, Hatice Ferhan, et al.. (2007). Bilgi İletişim Teknolojileri Ve İnternet’le Kolaylaşan Akademik Usulsüzlük. Anadolu University Journal of Social Sciences. 7(1). 503–518. 5 indexed citations
19.
Şendağ, Serkan, et al.. (2007). Öğretmen adaylarının web tabanlı öğrenme materyalinin kullanılabilirliği ve etkililiği hakkındaki görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. 137–149. 1 indexed citations
20.

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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