Stefan Stenbom

557 total citations
21 papers, 360 citations indexed

About

Stefan Stenbom is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Stefan Stenbom has authored 21 papers receiving a total of 360 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 13 papers in Developmental and Educational Psychology and 9 papers in Computer Science Applications. Recurrent topics in Stefan Stenbom's work include Online and Blended Learning (14 papers), Innovative Teaching and Learning Methods (12 papers) and Online Learning and Analytics (7 papers). Stefan Stenbom is often cited by papers focused on Online and Blended Learning (14 papers), Innovative Teaching and Learning Methods (12 papers) and Online Learning and Analytics (7 papers). Stefan Stenbom collaborates with scholars based in Sweden, Canada and India. Stefan Stenbom's co-authors include Stefan Hrastinski, Martha Cleveland‐Innes, Norman Vaughan, David Macdonald, D. Randy Garrison, Jan Gulliksen, Mohammed Saqr and Olga Viberg and has published in prestigious journals such as The Internet and Higher Education, British Journal of Educational Technology and The International Review of Research in Open and Distributed Learning.

In The Last Decade

Stefan Stenbom

20 papers receiving 342 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stefan Stenbom Sweden 9 293 177 149 46 27 21 360
Zhiru Sun Denmark 7 277 0.9× 130 0.7× 98 0.7× 73 1.6× 32 1.2× 9 366
Holly Fiock United States 6 212 0.7× 119 0.7× 78 0.5× 29 0.6× 27 1.0× 12 264
Krystle Phirangee Canada 10 225 0.8× 85 0.5× 76 0.5× 61 1.3× 36 1.3× 18 304
Marcel Satsky Kerr United States 6 223 0.8× 134 0.8× 58 0.4× 42 0.9× 16 0.6× 9 309
Chad Mueller United States 5 218 0.7× 71 0.4× 147 1.0× 42 0.9× 45 1.7× 7 303
Daniela Castellanos-Reyes United States 6 164 0.6× 85 0.5× 90 0.6× 32 0.7× 24 0.9× 10 254
Anne Kristine Petersen Denmark 5 267 0.9× 53 0.3× 109 0.7× 92 2.0× 23 0.9× 9 381
Kristine Ludvigsen Norway 8 278 0.9× 81 0.5× 54 0.4× 36 0.8× 9 0.3× 10 367
Külli Kori Estonia 9 166 0.6× 78 0.4× 118 0.8× 54 1.2× 16 0.6× 19 294
Anne-Mette Nortvig Denmark 5 277 0.9× 50 0.3× 115 0.8× 99 2.2× 22 0.8× 19 394

Countries citing papers authored by Stefan Stenbom

Since Specialization
Citations

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

Fields of papers citing papers by Stefan Stenbom

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stefan Stenbom

This figure shows the co-authorship network connecting the top 25 collaborators of Stefan Stenbom. A scholar is included among the top collaborators of Stefan Stenbom 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 Stefan Stenbom. Stefan Stenbom 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.
Stenbom, Stefan, et al.. (2024). Primary school teachers’ perception of digital transformation and their teaching role. Scandinavian Journal of Educational Research. 69(5). 1131–1144. 4 indexed citations
2.
Hrastinski, Stefan, et al.. (2023). Examining the Development of K-12 Students' Cognitive Presence Over Time. Online Learning. 27(3). 3 indexed citations
3.
Cleveland‐Innes, Martha, Stefan Stenbom, & D. Randy Garrison. (2023). The Design of Digital Learning Environments. 6 indexed citations
4.
Stenbom, Stefan, et al.. (2023). Engineering Students’ Experiences of Assessment in Introductory Computer Science Courses. IEEE Transactions on Education. 66(4). 350–359. 2 indexed citations
5.
Gulliksen, Jan, et al.. (2022). The ‘New’ New Normal—Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic. Interacting with Computers. 35(5). 691–706. 7 indexed citations
6.
Hrastinski, Stefan, et al.. (2021). Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment. The Internet and Higher Education. 51. 100817–100817. 32 indexed citations
7.
Stenbom, Stefan, et al.. (2019). Students’ engagement in their own and other students’ process of inquiry. 1 indexed citations
8.
Hrastinski, Stefan, et al.. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments. 29(3). 510–522. 17 indexed citations
9.
Stenbom, Stefan. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education. 39. 22–32. 138 indexed citations
10.
Vaughan, Norman, et al.. (2017). Blended Learning From Design to Evaluation: International Case Studies of Evidence-Based Practice. Online Learning. 21(3). 22 indexed citations
11.
Stenbom, Stefan, Martha Cleveland‐Innes, & Stefan Hrastinski. (2016). Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching. Online Learning. 20(1). 31 indexed citations
12.
Hrastinski, Stefan, Martha Cleveland‐Innes, & Stefan Stenbom. (2016). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology. 49(1). 127–136. 16 indexed citations
13.
Stenbom, Stefan, et al.. (2016). Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships. The International Review of Research in Open and Distributed Learning. 17(3). 35 indexed citations
14.
Stenbom, Stefan. (2015). Online coaching as a Relationship of Inquiry : Exploring one-to-one online education. KTH Publication Database DiVA (KTH Royal Institute of Technology). 2 indexed citations
15.
Cleveland‐Innes, Martha, Stefan Stenbom, & Stefan Hrastinski. (2015). Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning. 26.764.1–26.764.20.
16.
Cleveland‐Innes, Martha, Stefan Stenbom, & Stefan Hrastinski. (2014). The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching. KTH Publication Database DiVA (KTH Royal Institute of Technology). 87–94. 3 indexed citations
17.
Stenbom, Stefan, Martha Cleveland‐Innes, & Stefan Hrastinski. (2014). Online Coaching as a Relationship of Inquiry : Mathematics, online help, and emotional presence. 3 indexed citations
18.
Stenbom, Stefan, Martha Cleveland‐Innes, & Stefan Hrastinski. (2012). Examining a learning-driven relationship of inquiry Discerning emotional presence in online math coaching. KTH Publication Database DiVA (KTH Royal Institute of Technology). 1 indexed citations
19.
Hrastinski, Stefan & Stefan Stenbom. (2012). Student–student online coaching: Conceptualizing an emerging learning activity. The Internet and Higher Education. 16. 66–69. 17 indexed citations
20.
Stenbom, Stefan, Stefan Hrastinski, & Martha Cleveland‐Innes. (2012). STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE. Online Learning. 16(5). 16 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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