Ünal Çakıroğlu
About
In The Last Decade
Ünal Çakıroğlu
86 papers receiving 1.1k citations
Peers
Comparison fields: 5 of 101
- Education 633
- Developmental and Educational Psychology 385
- Computer Science Applications 329
- Information Systems 233
- Human-Computer Interaction 146
Countries citing papers authored by Ünal Çakıroğlu
This map shows the geographic impact of Ünal Çakıroğlu'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 Ünal Çakıroğlu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ünal Çakıroğlu more than expected).
Fields of papers citing papers by Ünal Çakıroğlu
This network shows the impact of papers produced by Ünal Çakıroğlu. 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 Ünal Çakıroğlu. The network helps show where Ünal Çakıroğlu may publish in the future.
Co-authorship network of co-authors of Ünal Çakıroğlu
This figure shows the co-authorship network connecting the top 25 collaborators of Ünal Çakıroğlu. A scholar is included among the top collaborators of Ünal Çakıroğlu 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 Ünal Çakıroğlu. Ünal Çakıroğlu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 1 | |
| 3 | 10 | |
| 4 | 0 | |
| 5 | 4 | |
| 6 | 2 | |
| 7 | Understanding Instructors' Behaviors in Using Facebook for Educational Purposes. | 1 |
| 8 | Flipped Classroom with Problem Based Activities: Exploring Self-regulated Learning in a Programming Language Course | 86 |
| 9 | Investigating Teaching, Social and Cognitive Presence of Students in Synchronous Online Environments [Çevrimiçi Eşzamanlı Öğrenme Ortamlarında Öğrencilerin Öğretimsel, Sosyal ve Bilişsel Buradalık Algılarının Belirlenmesi] | 1 |
| 10 | Exploring Teaching Programming Online through Web Conferencing System: The Lens of Activity Theory. | 10 |
| 11 | Using a Hybrid Approach to Facilitate Learning Introductory Programming | 3 |
| 12 | 3 | |
| 13 | 5-8. SINIF ÖĞRENCİLERİNİN ARİTMETİKTEN CEBİRE GEÇİŞ SÜREÇLERİNİN PROBLEM ÇÖZME BAĞLAMINDA İNCELENMESİ | 3 |
| 14 | Analyzing the Effect of Web-Based Instruction Applications to School Culture within Technology Integration | 15 |
| 15 | Web tabanlı öğretim uygulamalarının okul kültürüne etkisinin teknoloji entegrasyonu çerçevesinde incelenmesi | 0 |
| 16 | 2 | |
| 17 | Trends in Turkish Mathematics Education Research: From 1998 to 2007. | 15 |
| 18 | Differences between Arithmetic and Algebra: Importance of Pre-algebra | 4 |
| 19 | İlköğretim 6. ve 7. Sınıf Ögrencilerinin Denklem Olusturma ve Problem Kurma Yeterlilikleri | 15 |
| 20 | Matematik Öğretmenlerinin Matematik Eğitiminde Bilgisayar Kullanımına Yönelik İnançlarının İncelenmesi | 7 |
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.