Amber Dailey‐Hebert

703 total citations
25 papers, 391 citations indexed

About

Amber Dailey‐Hebert is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Amber Dailey‐Hebert has authored 25 papers receiving a total of 391 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Social Psychology and 5 papers in Developmental and Educational Psychology. Recurrent topics in Amber Dailey‐Hebert's work include Online and Blended Learning (10 papers), Evaluation of Teaching Practices (4 papers) and Education, Achievement, and Giftedness (3 papers). Amber Dailey‐Hebert is often cited by papers focused on Online and Blended Learning (10 papers), Evaluation of Teaching Practices (4 papers) and Education, Achievement, and Giftedness (3 papers). Amber Dailey‐Hebert collaborates with scholars based in United States, Netherlands and Belgium. Amber Dailey‐Hebert's co-authors include Wim Gijselaers, Katerina Bohle Carbonell, B. Jean Mandernach, Mien Segers, Dirk Tempelaar, Annemarie Spruijt, Geraldine Clarebout, Daniëlle Verstegen, Simon Beausaert and Jimmie Leppink and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Higher Education.

In The Last Decade

Amber Dailey‐Hebert

22 papers receiving 347 citations

Peers

Amber Dailey‐Hebert

EDUCA

DEP

CSA

David Vallett United States

Panagiotis Kosmas Cyprus

Melissa Niiya United States

Amanda Carr United Kingdom

Myunghee Kang South Korea

Jörg Zumbach Austria

Ine Windey Belgium

Malek Jdaitawi Saudi Arabia

Cathy Newman Thomas United States

Duygu Mutlu Bayraktar Türkiye

David Vallett United States

Amber Dailey‐Hebert

161 ×0.7

EDUCA

165 ×2.1

DEP

51 ×0.7

54 ×0.8

CSA

35 ×0.8

Citations per year, relative to Amber Dailey‐Hebert Amber Dailey‐Hebert (= 1×) peers David Vallett

Countries citing papers authored by Amber Dailey‐Hebert

Since Specialization

Citations

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

Fields of papers citing papers by Amber Dailey‐Hebert

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amber Dailey‐Hebert. 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 Amber Dailey‐Hebert. The network helps show where Amber Dailey‐Hebert may publish in the future.

Co-authorship network of co-authors of Amber Dailey‐Hebert

This figure shows the co-authorship network connecting the top 25 collaborators of Amber Dailey‐Hebert. A scholar is included among the top collaborators of Amber Dailey‐Hebert 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 Amber Dailey‐Hebert. Amber Dailey‐Hebert 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

Dailey‐Hebert, Amber, et al.. (2025). Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model. Higher Education. 90(6). 1693–1712.

Dailey‐Hebert, Amber. (2022). Student Perspectives on Using Virtual Reality to Create Informal Connection and Engagement. SHILAP Revista de lepidopterología. 17. 28–46. 1 indexed citations

Dailey‐Hebert, Amber, et al.. (2020). Current and Prospective Applications of Virtual Reality in Higher Education. Advances in higher education and professional development book series. 8 indexed citations

Dailey‐Hebert, Amber. (2018). Taming the Beast: Principles to Efficiently Curate and Customize Online Learning Resources. SHILAP Revista de lepidopterología. 15(3). 2 indexed citations

Verstegen, Daniëlle, et al.. (2018). How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?. The International Review of Research in Open and Distributed Learning. 19(4). 22 indexed citations

Tempelaar, Dirk, et al.. (2017). Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics. Electronic Journal of Research in Educational Psychology. 13(37). 431–462. 1 indexed citations

Tempelaar, Dirk, et al.. (2016). Extending the change–change model of achievement emotions: The inclusion of negative learning emotions. Learning and Individual Differences. 47. 289–297. 15 indexed citations

Dailey‐Hebert, Amber, et al.. (2016). Emerging Tools and Applications of Virtual Reality in Education. Advances in educational technologies and instructional design book series. 58 indexed citations

Tempelaar, Dirk, et al.. (2015). Exploring the antecedents of learning-related emotions and their relations with achievement outcomes. SHILAP Revista de lepidopterología. 21 indexed citations

10.

Dailey‐Hebert, Amber, et al.. (2014). Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online. The journal of faculty development. 28(1). 67–82. 21 indexed citations

11.

Dailey‐Hebert, Amber, et al.. (2014). Transformative Perspectives and Processes in Higher Education. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 10 indexed citations

12.

Carbonell, Katerina Bohle, et al.. (2012). The role of emotions and task significance in Virtual Education. The Internet and Higher Education. 15(3). 176–183. 53 indexed citations

13.

Dailey‐Hebert, Amber, et al.. (2012). 1: PROFESSIONAL DEVELOPMENT FOR GEOGRAPHICALLY DISPERSED FACULTY. To improve the academy. 31(1). 3–19. 3 indexed citations

14.

Dailey‐Hebert, Amber, et al.. (2010). Teaching with technology: A more meaningful learning experience starts with two questions. Data Archiving and Networked Services (DANS). 1 indexed citations

15.

Dailey‐Hebert, Amber, et al.. (2010). Collaborating for change: Utilizing cross-institutional partnerships to advance the scholarship of teaching and learning at primarily undergraduate institutions. Data Archiving and Networked Services (DANS). 4(1). 3 indexed citations

16.

Dailey‐Hebert, Amber, et al.. (2010). The attraction, value and future of SoTL: Carnegie affiliates' perspective. Data Archiving and Networked Services (DANS). 4(1). 1–15. 2 indexed citations

17.

Dailey‐Hebert, Amber, et al.. (2008). Service-eLearning : educating for citizenship. Medical Entomology and Zoology. 16 indexed citations

18.

Mandernach, B. Jean, et al.. (2007). Frequency and Time Investment of Instructors' Participation in Threaded Discussions in the Online Classroom. 6(1). 1–9. 24 indexed citations

19.

Mandernach, B. Jean, et al.. (2006). Selecting a Course Management System: Selecting and Implementing a Course Management System.. Journal on Educational Technology. 2(4). 52–66. 1 indexed citations

20.

Mandernach, B. Jean, et al.. (2006). Engaging Learner Attribute Research in Dialogue with Classroom Practice: Predictors of Success in the Accelerated, Online Classroom. The Journal of Educators Online. 3(2). 20 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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