Stijn Van Laer

405 total citations
9 papers, 250 citations indexed

About

Stijn Van Laer is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Stijn Van Laer has authored 9 papers receiving a total of 250 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 5 papers in Developmental and Educational Psychology and 4 papers in Computer Science Applications. Recurrent topics in Stijn Van Laer's work include Online and Blended Learning (5 papers), Innovative Teaching and Learning Methods (5 papers) and Online Learning and Analytics (2 papers). Stijn Van Laer is often cited by papers focused on Online and Blended Learning (5 papers), Innovative Teaching and Learning Methods (5 papers) and Online Learning and Analytics (2 papers). Stijn Van Laer collaborates with scholars based in Belgium, Netherlands and United Kingdom. Stijn Van Laer's co-authors include Jan Elen, Ruth Boelens, Bram De Wever, Gary Beauchamp, Jozef Colpaert, Katie Goeman and Tom Van Daele and has published in prestigious journals such as Computers & Education, Education and Information Technologies and Technology Knowledge and Learning.

In The Last Decade

Stijn Van Laer

9 papers receiving 233 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Stijn Van Laer Belgium	6	182	93	88	58	19	9	250
John Milne New Zealand	8	233 1.3×	50 0.5×	60 0.7×	65 1.1×	11 0.6×	10	272
Carolyn Plump United States	5	197 1.1×	154 1.7×	70 0.8×	93 1.6×	27 1.4×	9	293
Amanda J. Holton United States	7	275 1.5×	56 0.6×	70 0.8×	89 1.5×	12 0.6×	11	330
Nur Ehsan Mohd Said Malaysia	9	133 0.7×	60 0.6×	32 0.4×	78 1.3×	23 1.2×	44	260
Liliana Cuesta Medina Colombia	8	206 1.1×	38 0.4×	41 0.5×	70 1.2×	13 0.7×	17	272
Norhasyimah Hamzah Malaysia	8	167 0.9×	46 0.5×	34 0.4×	87 1.5×	12 0.6×	38	237
Zohre Mohamadi Iran	9	204 1.1×	114 1.2×	19 0.2×	61 1.1×	12 0.6×	37	316
Sven Trenholm Australia	10	249 1.4×	57 0.6×	86 1.0×	26 0.4×	6 0.3×	20	322
Tuula Nousiainen Finland	6	104 0.6×	123 1.3×	53 0.6×	64 1.1×	45 2.4×	23	228
Sneha Tharayil United States	4	216 1.2×	49 0.5×	39 0.4×	27 0.5×	10 0.5×	5	269

Countries citing papers authored by Stijn Van Laer

Since Specialization

Citations

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

Fields of papers citing papers by Stijn Van Laer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Stijn Van Laer. 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 Stijn Van Laer. The network helps show where Stijn Van Laer may publish in the future.

Co-authorship network of co-authors of Stijn Van Laer

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

All Works

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9 of 9 papers shown

1.

Laer, Stijn Van & Jan Elen. (2019). The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education. 135. 30–48. 32 indexed citations

2.

Laer, Stijn Van & Jan Elen. (2018). Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning. Frontline Learning Research. 228–249. 8 indexed citations

3.

Laer, Stijn Van & Jan Elen. (2018). Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environments and Their Implications for Design. Technology Knowledge and Learning. 25(3). 509–539. 29 indexed citations

4.

Laer, Stijn Van. (2018). Supporting learners in control: investigating self-regulated learning in blended learning environments. 1 indexed citations

5.

Laer, Stijn Van & Jan Elen. (2016). In search of attributes that support self-regulation in blended learning environments. Education and Information Technologies. 22(4). 1395–1454. 107 indexed citations

6.

Boelens, Ruth, Stijn Van Laer, Bram De Wever, & Jan Elen. (2015). Blended learning in adult education: towards a definition of blended learning. Ghent University Academic Bibliography (Ghent University). 59 indexed citations

7.

Daele, Tom Van, et al.. (2015). Touch2Learn. Een website over het krachtig inzetten van mobiele technologie in het hoger onderwijs. 1 indexed citations

8.

Goeman, Katie & Stijn Van Laer. (2012). Blended multicampus education for lifelong learners. Lirias (KU Leuven). 3 indexed citations

9.

Laer, Stijn Van, Gary Beauchamp, & Jozef Colpaert. (2012). Teacher use of the interactive whiteboards in Flemish secondary education—mapping against a transition framework. Education and Information Technologies. 10 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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