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.
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
2005642 citationsBram De Wever, Tammy Schellens et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Tammy Schellens
Since
Specialization
Citations
This map shows the geographic impact of Tammy Schellens'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 Tammy Schellens with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tammy Schellens more than expected).
This network shows the impact of papers produced by Tammy Schellens. 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 Tammy Schellens. The network helps show where Tammy Schellens may publish in the future.
Co-authorship network of co-authors of Tammy Schellens
This figure shows the co-authorship network connecting the top 25 collaborators of Tammy Schellens.
A scholar is included among the top collaborators of Tammy Schellens 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 Tammy Schellens. Tammy Schellens is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Rotsaert, Tijs, et al.. (2021). Encouraging students’ autonomy, competence and satisfaction : the role of learning analytics. Ghent University Academic Bibliography (Ghent University).1 indexed citations
Schellens, Tammy, et al.. (2015). Een analyse van het Vlaamse onderwijscurriculum anno 2015: in welke mate is reclamewijsheid aanwezig in het curriculum?. Ghent University Academic Bibliography (Ghent University).1 indexed citations
6.
Wolf, Ralf De, Ellen Vanderhoven, Bettina Berendt, Jos Pierson, & Tammy Schellens. (2014). Self-reflection in privacy research on social network sites. Lirias (KU Leuven).1 indexed citations
7.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2013). Considerately developing e-safety interventions: a design based research approach. Ghent University Academic Bibliography (Ghent University).1 indexed citations
8.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2013). The impact of a short-term school intervention about risks on social network sites. Ghent University Academic Bibliography (Ghent University).1 indexed citations
9.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2012). Educating our kids about the risks of social network sites: useful or pointless?. Ghent University Academic Bibliography (Ghent University).2 indexed citations
10.
Schellens, Tammy, Ellen Vanderhoven, & Martín Valcke. (2012). How safe do teens really behave on Facebook and what is the role of education. Ghent University Academic Bibliography (Ghent University).1 indexed citations
11.
Vanderhoven, Ellen & Tammy Schellens. (2011). The role of parents, media, teachers and peers in raising the awareness of privacy-issues on social networks. Ghent University Academic Bibliography (Ghent University).1 indexed citations
12.
Raes, Annelies, Tammy Schellens, Bram De Wever, & Ellen Vanderhoven. (2011). Multiple modes of scaffolding to enhance web-based inquiry. Lirias (KU Leuven).1 indexed citations
13.
Raes, Annelies, Tammy Schellens, & Ellen Vanderhoven. (2011). Increasing anonymity in peer assessment using classroom response technology. Ghent University Academic Bibliography (Ghent University).1 indexed citations
14.
Vanderhoven, Ellen, Tammy Schellens, & Martín Valcke. (2011). Report on critical design guidelines to consider when developing solutions: SPION-deliverable 7.1. Ghent University Academic Bibliography (Ghent University).1 indexed citations
15.
Raes, Annelies & Tammy Schellens. (2011). Net-generatie, feit of mythe? Kenmerken van mediagebruik van jongeren. Ghent University Academic Bibliography (Ghent University).1 indexed citations
16.
Raes, Annelies, Tammy Schellens, & Bram De Wever. (2010). Wetenschapsonderwijs in het secundair onderwijs: Samen met WISE op onderzoek binnen het World Wide Web. Ghent University Academic Bibliography (Ghent University).
17.
Bourgonjon, Jeroen, Martín Valcke, Ronald Soetaert, & Tammy Schellens. (2009). Exploring the acceptance of video games in the classroom by secondary school students. Ghent University Academic Bibliography (Ghent University).9 indexed citations
18.
Zhu, Chang, Martín Valcke, & Tammy Schellens. (2008). Collaborative learning in a social constructivist e-learning environment: a cross-cultural study. Ghent University Academic Bibliography (Ghent University).2 indexed citations
Schellens, Tammy & Martín Valcke. (2002). Asynchrone discussiegroepen: een onderzoek naar de invloed op cognitieve kennisverwerking. SHILAP Revista de lepidopterología.2 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.