Tal Soffer

937 total citations
20 papers, 600 citations indexed

About

Tal Soffer is a scholar working on Education, Computer Science Applications and Sociology and Political Science. According to data from OpenAlex, Tal Soffer has authored 20 papers receiving a total of 600 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 11 papers in Computer Science Applications and 4 papers in Sociology and Political Science. Recurrent topics in Tal Soffer's work include Online and Blended Learning (10 papers), Online Learning and Analytics (9 papers) and E-Learning and Knowledge Management (4 papers). Tal Soffer is often cited by papers focused on Online and Blended Learning (10 papers), Online Learning and Analytics (9 papers) and E-Learning and Knowledge Management (4 papers). Tal Soffer collaborates with scholars based in Israel, Australia and Finland. Tal Soffer's co-authors include Anat Cohen, Rafi Nachmias, Michael Henderson, Liat Kishon‐Rabin, Niv Ahituv, Michael Birnhack, Majid Zamiri, João Sarraipa, Nelson Chibeles Martins and Ricardo Jardim‐Gonçalves and has published in prestigious journals such as Sensors, British Journal of Educational Technology and Journal of Computer Assisted Learning.

In The Last Decade

Tal Soffer

18 papers receiving 571 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tal Soffer Israel 12 371 279 115 112 61 20 600
Kerry Rice United States 12 425 1.1× 198 0.7× 168 1.5× 147 1.3× 104 1.7× 28 693
Mehmet Kokoç Türkiye 13 339 0.9× 160 0.6× 100 0.9× 94 0.8× 113 1.9× 51 581
Chengyuan Jia Hong Kong 10 391 1.1× 223 0.8× 159 1.4× 158 1.4× 77 1.3× 16 717
Sohyun Yang United States 8 360 1.0× 177 0.6× 181 1.6× 140 1.3× 40 0.7× 17 628
Meehyun Yoon South Korea 11 390 1.1× 411 1.5× 100 0.9× 224 2.0× 54 0.9× 20 660
Alexander Whitelock‐Wainwright Australia 14 316 0.9× 454 1.6× 122 1.1× 178 1.6× 56 0.9× 23 740
Yao Xiong United States 9 535 1.4× 208 0.7× 128 1.1× 168 1.5× 42 0.7× 14 726
Hasan Çakır Türkiye 13 454 1.2× 132 0.5× 143 1.2× 155 1.4× 76 1.2× 52 625
Silke Vanslambrouck Belgium 9 527 1.4× 177 0.6× 163 1.4× 156 1.4× 83 1.4× 11 745
Mustafa Sarıtepeci Türkiye 16 270 0.7× 260 0.9× 108 0.9× 160 1.4× 189 3.1× 48 764

Countries citing papers authored by Tal Soffer

Since Specialization
Citations

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

Fields of papers citing papers by Tal Soffer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tal Soffer

This figure shows the co-authorship network connecting the top 25 collaborators of Tal Soffer. A scholar is included among the top collaborators of Tal Soffer 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 Tal Soffer. Tal Soffer 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.
Sarraipa, João, et al.. (2024). BRIDGING THE GAP: FOSTERING DIGITAL INCLUSION AND SOFT SKILLS IN STEM EDUCATION. EDULEARN proceedings. 1. 7178–7187.
2.
Soffer, Tal, et al.. (2024). The impact of emerging technologies on healthcare needs of older people. Health Policy and Technology. 13(5). 100935–100935. 1 indexed citations
3.
Hershkovitz, Arnon, Gavin Ambrose, & Tal Soffer. (2024). Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making. Education Sciences. 14(11). 1180–1180.
4.
Soffer, Tal, et al.. (2024). Privacy versus pedagogy – students’ perceptions of using learning analytics in higher education. Australasian Journal of Educational Technology. 2 indexed citations
5.
Zamiri, Majid, et al.. (2023). A Methodology for Training Toolkits Implementation in Smart Labs. Sensors. 23(5). 2626–2626. 1 indexed citations
6.
Soffer, Tal, et al.. (2022). Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University. Journal of Computer Assisted Learning. 38(6). 1554–1573. 20 indexed citations
7.
Cohen, Anat, Tal Soffer, & Michael Henderson. (2022). Students' use of technology and their perceptions of its usefulness in higher education: International comparison. Journal of Computer Assisted Learning. 38(5). 1321–1331. 22 indexed citations
8.
Soffer, Tal, et al.. (2019). Patterns of Students’ Utilization of Flexibility in Online Academic Courses and Their Relation to Course Achievement. The International Review of Research in Open and Distributed Learning. 20(3). 35 indexed citations
9.
Soffer, Tal & Anat Cohen. (2019). Students' engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning. 35(3). 378–389. 140 indexed citations
10.
Soffer, Tal & Rafi Nachmias. (2018). Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education. Journal of Computer Assisted Learning. 34(5). 534–543. 113 indexed citations
11.
Cohen, Anat, et al.. (2018). Active learners’ characterization in MOOC forums and their generated knowledge. British Journal of Educational Technology. 50(1). 177–198. 44 indexed citations
12.
Soffer, Tal, et al.. (2017). Perceived Learning and Students’ Perceptions Toward Using Tablets for Learning: The Mediating Role of Perceived Engagement Among High School Students. Journal of Educational Computing Research. 55(7). 951–973. 25 indexed citations
13.
Soffer, Tal, et al.. (2017). Types of Participant Behavior in a Massive Open Online Course. The International Review of Research in Open and Distributed Learning. 18(6). 62 indexed citations
14.
Soffer, Tal, et al.. (2016). E-assessment of online academic courses via students' activities and perceptions. Studies In Educational Evaluation. 54. 83–93. 49 indexed citations
15.
Soffer, Tal & Anat Cohen. (2015). Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study. The International Review of Research in Open and Distributed Learning. 16(1). 26 indexed citations
16.
Cohen, Anat & Tal Soffer. (2015). Academic Instruction in a Digital World: The Virtual TAU Case. Procedia - Social and Behavioral Sciences. 177. 9–16. 7 indexed citations
17.
Soffer, Tal & Anat Cohen. (2014). Privacy Perception of Adolescents in a Digital World. Bulletin of Science Technology & Society. 34(5-6). 145–158. 18 indexed citations
18.
Ahituv, Niv, et al.. (2014). New Challenges to Privacy due to Emerging Technologies and Different Privacy Perceptions of Younger Generations: The EU PRACTIS Project. Informing Science and IT Education Conference. 1–23. 4 indexed citations
19.
Soffer, Tal, et al.. (2010). Diffusion of Web Supported Instruction in Higher Education--The Case of Tel-Aviv University.. Educational Technology & Society. 13(3). 212–223. 27 indexed citations
20.
Soffer, Tal, et al.. (2004). Diffusion of Web – Supported Academic Instruction. EdMedia: World Conference on Educational Media and Technology. 2004(1). 2995–3000. 4 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Kerry Rice Breakdown of academic impact, for papers by Mehmet Kokoç Breakdown of academic impact, for papers by Chengyuan Jia Breakdown of academic impact, for papers by Sohyun Yang Breakdown of academic impact, for papers by Meehyun Yoon Breakdown of academic impact, for papers by Alexander Whitelock‐Wainwright Breakdown of academic impact, for papers by Yao Xiong Breakdown of academic impact, for papers by Hasan Çakır Breakdown of academic impact, for papers by Silke Vanslambrouck Breakdown of academic impact, for papers by Mustafa Sarıtepeci
Rankless by CCL
2026