Alan Foley

500 total citations
21 papers, 258 citations indexed

About

Alan Foley is a scholar working on Education, Sociology and Political Science and Safety Research. According to data from OpenAlex, Alan Foley has authored 21 papers receiving a total of 258 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 6 papers in Sociology and Political Science and 6 papers in Safety Research. Recurrent topics in Alan Foley's work include Digital Accessibility for Disabilities (4 papers), Disability Rights and Representation (3 papers) and Online and Blended Learning (3 papers). Alan Foley is often cited by papers focused on Digital Accessibility for Disabilities (4 papers), Disability Rights and Representation (3 papers) and Online and Blended Learning (3 papers). Alan Foley collaborates with scholars based in United States, United Kingdom and Kenya. Alan Foley's co-authors include Beth A. Ferri, Joanna O. Masingila, Rick Voithofer, Nathan Prestopnik, Heng Luo, R. J. Turnbull, Lawrence C. Andrews, Stephen Burgess, Richard L. Jones and Ellen Storey Vasu and has published in prestigious journals such as Energies, Higher Education and Educational Technology Research and Development.

In The Last Decade

Alan Foley

15 papers receiving 234 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Alan Foley United States	8	81	72	61	60	36	21	258
Sushil K. Oswal United States	9	48 0.6×	60 0.8×	93 1.5×	60 1.0×	28 0.8×	32	287
Joan Wolforth Canada	7	41 0.5×	70 1.0×	95 1.6×	87 1.4×	32 0.9×	11	265
Liliana María Passerino Brazil	10	38 0.5×	129 1.8×	15 0.2×	28 0.5×	119 3.3×	102	342
Jordi Lluís Coiduras Rodríguez Spain	9	17 0.2×	173 2.4×	28 0.5×	24 0.4×	37 1.0×	48	309
María Jesús Caurcel Cara Spain	11	23 0.3×	197 2.7×	7 0.1×	31 0.5×	63 1.8×	55	358
Susan Crichton Canada	9	12 0.1×	147 2.0×	33 0.5×	28 0.5×	65 1.8×	32	294
Wanda Katja Liebermann United States	3	18 0.2×	16 0.2×	10 0.2×	52 0.9×	41 1.1×	4	181
Amanda L. L. Cullen United States	8	26 0.3×	24 0.3×	11 0.2×	15 0.3×	162 4.5×	13	262
Mohd Hanafi Mohd Yasin Malaysia	9	8 0.1×	194 2.7×	7 0.1×	33 0.6×	47 1.3×	90	304
Savilla Banister United States	11	11 0.1×	214 3.0×	11 0.2×	14 0.2×	45 1.3×	29	305

Countries citing papers authored by Alan Foley

Since Specialization

Citations

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

Fields of papers citing papers by Alan Foley

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Alan Foley

This figure shows the co-authorship network connecting the top 25 collaborators of Alan Foley. A scholar is included among the top collaborators of Alan Foley 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 Alan Foley. Alan Foley 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

Foley, Alan, et al.. (2025). Disabling AI: power, exclusion, and disability. British Journal of Sociology of Education. 1–22.

Foley, Alan, et al.. (2023). Intersections of Marginalization and Possibility: A Phenomenological Analysis of Disabled Students’ Experiences with Online Learning. 4(1). 98–126.

Jones, Richard L., Stephen Burgess, David Vaughan, et al.. (2023). Numerical and Techno-Economic Analysis of Batch Annealing Performance Improvements in Tinplate Manufacturing. Energies. 16(20). 7040–7040.

Masingila, Joanna O., et al.. (2018). From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration. Africa Education Review. 16(1). 58–87. 6 indexed citations

Foley, Alan, et al.. (2015). Working within the tensions of disability and education in post-colonial Kenya: Toward a praxis of critical disability studies. Rowan Digitals Works (Rowan University). 2(3). 733–751. 3 indexed citations

Foley, Alan & Joanna O. Masingila. (2014). The use of mobile devices as assistive technology in resource-limited environments: access for learners with visual impairments in Kenya. Disability and Rehabilitation Assistive Technology. 10(4). 332–339. 19 indexed citations

Foley, Alan, et al.. (2013). The experiences of students with learning disabilities in a higher education virtual campus. Educational Technology Research and Development. 61(4). 607–624. 19 indexed citations

Foley, Alan & Joanna O. Masingila. (2013). Building capacity: challenges and opportunities in large class pedagogy (LCP) in Sub-Saharan Africa. Higher Education. 67(6). 797–808. 23 indexed citations

Foley, Alan. (2012). Designing a Mobile Application: The Case of iAdvocate. Indiana Magazine of History (Indiana University). 3(1). 1 indexed citations

10.

Prestopnik, Nathan & Alan Foley. (2012). Visualizing the Past: The Design of a Temporally Enabled Map for Presentation (TEMPO). Indiana Magazine of History (Indiana University). 3(1). 4 indexed citations

11.

Foley, Alan, et al.. (2011). The research on games and instructional design. Academic exchange quarterly. 15(2). 14.

12.

Foley, Alan & Heng Luo. (2011). Prototype Development in Mobile-Learning Design Research. EdMedia: World Conference on Educational Media and Technology. 2011(1). 376–383. 1 indexed citations

13.

Foley, Alan. (2011). Exploring the design, development and use of websites through accessibility and usability studies. Journal of educational multimedia and hypermedia. 20(4). 361–385. 7 indexed citations

14.

Prestopnik, Nathan & Alan Foley. (2011). The TEMPO of Battle: Designing a Temporally Enabled Map for Presentation. EdMedia: World Conference on Educational Media and Technology. 2011(1). 529–538. 1 indexed citations

15.

Voithofer, Rick & Alan Foley. (2007). Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies. Equity & Excellence in Education. 40(1). 14–25. 10 indexed citations

16.

Vasu, Ellen Storey, et al.. (2004). Evaluating Technology Integration: Putting All the Pieces Together to Meet the Challenge of NCLB. Society for Information Technology & Teacher Education International Conference. 2004(1). 1055–1060.

17.

Turnbull, R. J., et al.. (2004). ASP Web Development with Macromedia Dreamweaver MX 2004. Apress eBooks. 2 indexed citations

18.

Foley, Alan. (2003). Integrating accessible design into the educational web design process. 6(1).

19.

Foley, Alan, et al.. (2002). Web Design for Accessibility: Policies and Practice. 10(1). 62–80. 14 indexed citations

20.

Voithofer, Rick & Alan Foley. (2002). Post-IT: Putting postmodern perspectives to use in instructional technology—A response to Solomon's “Toward a Post-Modern Agenda in Instructional Technology”. Educational Technology Research and Development. 50(1). 5–14. 17 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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