Taotao Long

1.1k total citations · 1 hit paper
50 papers, 704 citations indexed

About

Taotao Long is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Taotao Long has authored 50 papers receiving a total of 704 indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 17 papers in Developmental and Educational Psychology and 11 papers in Information Systems. Recurrent topics in Taotao Long's work include Online and Blended Learning (21 papers), Innovative Teaching and Learning Methods (16 papers) and Innovative Teaching Methods (14 papers). Taotao Long is often cited by papers focused on Online and Blended Learning (21 papers), Innovative Teaching and Learning Methods (16 papers) and Innovative Teaching Methods (14 papers). Taotao Long collaborates with scholars based in China, United States and Singapore. Taotao Long's co-authors include Michael Waugh, John Cummins, Joanne Logan, Mingwen Tong, Yafei Shi, Guoqing Zhao, Kui Xie, Zhi Liu, Fan Ouyang and Sannyuya Liu and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Journal of Clinical Psychology.

In The Last Decade

Taotao Long

43 papers receiving 674 citations

Hit Papers

align trajectories

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.

Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach

2024 41 citations Zhi Liu, Fan Ouyang et al. Computers & Education profile →

Peers

Taotao Long

EDUCA

IS

CSA

DEP

MT

Yinghui Shi China

Yungwei Hao Taiwan

Kiran Lata Dangwal India

Miri Barak Israel

Tiffany A. Koszalka United States

Yao Xiong United States

Stylianos Sergis Greece

Desirée Joosten-ten Brinke Netherlands

Rabail Tahir Norway

Serkan Şendağ Türkiye

Yinghui Shi China

Taotao Long

466 ×0.9

EDUCA

183 ×1.0

IS

125 ×0.9

CSA

120 ×1.0

DEP

49 ×0.6

MT

Citations per year, relative to Taotao Long Taotao Long (= 1×) peers Yinghui Shi

Countries citing papers authored by Taotao Long

Since Specialization

Citations

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

Fields of papers citing papers by Taotao Long

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Taotao Long

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Yu, Meng-Lin, et al.. (2025). Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis. International Journal of Educational Technology in Higher Education. 22(1). 1 indexed citations

2.

Wang, Ting, et al.. (2025). Self-Regulated Learning Path Analysis of Students with Different Grade Point Average in Flipped Classroom: K-Means Clustering and Process Mining. 1–5.

3.

Liu, Zhi, et al.. (2024). Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach. Computers & Education. 219. 105109–105109. 41 indexed citations breakdown →

4.

Tong, Mingwen, et al.. (2024). Innovation and diffusion of blended synchronous classroom in Chinese primary and junior middle schools. Educational Technology Research and Development. 72(4). 2373–2400. 2 indexed citations

5.

Long, Taotao, et al.. (2024). Role conflicts at home: a qualitative case study on college students' online learning during COVID-19 based on the social role theory. International Journal of Innovation and Learning. 36(4). 389–403. 2 indexed citations

6.

Long, Taotao, et al.. (2024). The impact of different types of feedback on pre-service teachers’ microteaching practice and perceptions. Education and Information Technologies. 30(4). 5427–5448. 2 indexed citations

7.

Wang, Ting, et al.. (2024). Exploring Pre-service Science Teachers’ Cognitive and Emotional Patterns in the Video-based Multimodal Analysis Integrated Collective Reflection: an Epistemic Network Analysis. 416–420. 1 indexed citations

8.

Cai, Wenqi, et al.. (2024). Investigation of the Effectiveness of Applying ChatGPT in Dialogic Teaching of Electronic Information Using Electroencephalography. 150–154. 2 indexed citations

9.

Long, Taotao, et al.. (2024). Applying Argumentation-Driven Inquiry (ADI) to Promote Students’ Argumentation Performance in Blended Synchronous Learning Environment: a Quasi-experimental Study. Journal of Science Education and Technology. 34(2). 346–366.

10.

Zhao, Guoqing, et al.. (2021). Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China. Research in Science & Technological Education. 41(1). 170–189. 18 indexed citations

11.

Zheng, Yuanjie, et al.. (2021). Which One Is More Effective for Pre-service Teachers' Learning, Online or Blended Flipped Learning with Gamification?. 28–32. 4 indexed citations

12.

Long, Taotao, et al.. (2020). Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education. 42(2). 350–370. 15 indexed citations

13.

Long, Taotao, et al.. (2020). The Effect of Thinking Tools on the Argumentation Skills of Pre-Service Science Teachers in Flipped Learning. 48–52. 3 indexed citations

14.

Ying, Luo, et al.. (2019). Acculturative Stories of International Students from Belt and Road Countries in China.

15.

Long, Taotao, et al.. (2019). Bridging the belief-action gap in a teachers’ professional learning community on teaching of thinking. Professional Development in Education. 47(5). 729–744. 16 indexed citations

16.

Long, Taotao. (2016). Development and Initial Validation of a Flipped Classroom Adoption Inventory in Higher Education. 3 indexed citations

17.

Long, Taotao, Joanne Logan, & Michael Waugh. (2014). Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study. Society for Information Technology & Teacher Education International Conference. 2014(1). 920–927. 11 indexed citations

18.

Long, Taotao, Wenxin Liang, & Shengquan Yu. (2013). A Study of the Tablet Computer's Application in K-12 Schools in China.. International journal of education and development using information and communication technology. 9(3). 61–70. 5 indexed citations

19.

Cummins, John, et al.. (2011). Technology Enabled, Active Learning (TEAL) classrooms: How well do they work?. Society for Information Technology & Teacher Education International Conference. 2011(1). 1444–1446.

20.

Long, Taotao. (2011). How to Improve Online Instructor’s Instructional Performance: Suggestions from Learners. Society for Information Technology & Teacher Education International Conference. 2011(1). 476–483. 1 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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