Vitomir Kovanović

4.4k total citations
87 papers, 2.8k citations indexed

About

Vitomir Kovanović is a scholar working on Computer Science Applications, Education and Developmental and Educational Psychology. According to data from OpenAlex, Vitomir Kovanović has authored 87 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 65 papers in Computer Science Applications, 49 papers in Education and 25 papers in Developmental and Educational Psychology. Recurrent topics in Vitomir Kovanović's work include Online Learning and Analytics (65 papers), Online and Blended Learning (41 papers) and Innovative Teaching and Learning Methods (25 papers). Vitomir Kovanović is often cited by papers focused on Online Learning and Analytics (65 papers), Online and Blended Learning (41 papers) and Innovative Teaching and Learning Methods (25 papers). Vitomir Kovanović collaborates with scholars based in Australia, United Kingdom and United States. Vitomir Kovanović's co-authors include Dragan Gašević, Srécko Joksimovíc, Marek Hatala, Shane Dawson, George Siemens, Olusola Adesope, Ryan S. Baker, Oleksandra Poquet, Nia Dowell and Bernhard E. Riecke and has published in prestigious journals such as Nature, PLoS ONE and Computers in Human Behavior.

In The Last Decade

Vitomir Kovanović

79 papers receiving 2.7k citations

Peers

Vitomir Kovanović

CSA

EDUCA

DEP

Srécko Joksimovíc Australia

Alyssa Friend Wise United States

Mohammed Saqr Finland

Justin Reich United States

Mar Pérez‐Sanagustín Chile

Jalal Nouri Sweden

Dan Suthers United States

Vassilis Komis Greece

Denise Whitelock United Kingdom

Janice D. Gobert United States

Srécko Joksimovíc Australia

Vitomir Kovanović

2.3k ×1.2

CSA

1.7k ×1.2

EDUCA

1.1k ×1.2

DEP

664 ×1.3

405 ×1.3

Citations per year, relative to Vitomir Kovanović Vitomir Kovanović (= 1×) peers Srécko Joksimovíc

Countries citing papers authored by Vitomir Kovanović

Since Specialization

Citations

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

Fields of papers citing papers by Vitomir Kovanović

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Vitomir Kovanović

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

All Works

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20 of 20 papers shown

Kovanović, Vitomir, et al.. (2025). An unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings. Learning and Instruction. 101. 102268–102268.

Kovanović, Vitomir, et al.. (2025). Why universities need to radically rethink exams in the age of AI. Nature. 648(8092). 35–37.

Mirriahi, Negin, et al.. (2025). From Data to Design: Integrating Learning Analytics into Educational Design for Effective Decision-Making. 558–567.

Kovanović, Vitomir, et al.. (2024). The perceptions of task cohesion in collaborative learning teams. International Journal of Computer-Supported Collaborative Learning. 19(3). 369–393. 4 indexed citations

Jovanović, Jelena, et al.. (2024). Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher Education. 78–89. 1 indexed citations

Knight, Simon, Olga Viberg, Manolis Mavrikis, et al.. (2024). Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel. PLoS ONE. 19(10). e0309715–e0309715. 9 indexed citations

Kovanović, Vitomir, Srécko Joksimovíc, Georg Großmann, et al.. (2023). Using online learner trace data to understand the cohesion of teams in higher education. Journal of Computer Assisted Learning. 39(6). 1733–1750. 4 indexed citations

Kovanović, Vitomir, et al.. (2023). Unobtrusive Observations of Learning in Digital Environments. MADOC (University of Mannheim). 4 indexed citations

Gibson, David, Vitomir Kovanović, Dirk Ifenthaler, Sara Dexter, & Shihui Feng. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology. 54(5). 1125–1146. 60 indexed citations

10.

Kovanović, Vitomir, et al.. (2022). Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study. Computers and Education Artificial Intelligence. 3. 100051–100051. 25 indexed citations

11.

Kovanović, Vitomir, et al.. (2022). Team interactions with learning analytics dashboards. Computers & Education. 185. 104514–104514. 14 indexed citations

12.

Scheffel, Maren, et al.. (2021). Virtual academic conferences as learning spaces: Factors associated with the perceived value of purely virtual conferences. Journal of Computer Assisted Learning. 37(6). 1694–1707. 11 indexed citations

13.

Kovanović, Vitomir, et al.. (2021). The cohesion of small groups in technology-mediated learning environments: A systematic literature review. Educational Research Review. 35. 100427–100427. 14 indexed citations

14.

Tsai, Yi‐Shan, Vitomir Kovanović, & Dragan Gašević. (2019). Learning analytics adoption – approaches and maturity. Monash University Research Portal (Monash University). 153–155. 1 indexed citations

15.

Sebille, Ysabella Van, et al.. (2018). Extending video interactions to support self-regulated learning in an online course. ASCILITE Publications. 262–272. 2 indexed citations

16.

Kovanović, Vitomir, Srécko Joksimovíc, Dragan Gašević, & George Siemens. (2017). Digital Learning Design Framework for Social Learning Spaces.. 1 indexed citations

17.

Kovanović, Vitomir, Srécko Joksimovíc, Dragan Gašević, et al.. (2016). Towards automated content analysis of discussion transcripts: A cognitive presence case. QUT ePrints (Queensland University of Technology). 17 indexed citations

18.

Dowell, Nia, Srécko Joksimovíc, Arthur C. Graesser, et al.. (2015). Modeling Learners' Social Centrality and Performance through Language and Discourse.. Edinburgh Research Explorer. 250–257. 42 indexed citations

19.

Joksimovíc, Srécko, Dragan Gašević, Vitomir Kovanović, Bernhard E. Riecke, & Marek Hatala. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning. 31(6). 638–654. 196 indexed citations

20.

Gašević, Dragan, Olusola Adesope, Srécko Joksimovíc, & Vitomir Kovanović. (2014). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education. 24. 53–65. 120 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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