Andrew Cram

537 total citations
22 papers, 228 citations indexed

About

Andrew Cram is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Andrew Cram has authored 22 papers receiving a total of 228 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Andrew Cram's work include Online and Blended Learning (6 papers), Educational Games and Gamification (4 papers) and Innovative Education and Learning Practices (3 papers). Andrew Cram is often cited by papers focused on Online and Blended Learning (6 papers), Educational Games and Gamification (4 papers) and Innovative Education and Learning Practices (3 papers). Andrew Cram collaborates with scholars based in Australia, United States and United Kingdom. Andrew Cram's co-authors include Sandris Zeivots, Corina Raduescu, Elaine Huber, René F. Kizilcec, Matt Bower, Margot McNeill, Deborah Richards, John Hedberg, Elena C. Papanastasiou and Maree Gosper and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of the Association for Information Systems and Assessment & Evaluation in Higher Education.

In The Last Decade

Andrew Cram

19 papers receiving 212 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Andrew Cram Australia	8	75	62	49	43	38	22	228
Lawrie Phipps United Kingdom	9	61 0.8×	77 1.2×	28 0.6×	51 1.2×	35 0.9×	25	386
Azzeddine Boudouaia China	9	53 0.7×	89 1.4×	57 1.2×	72 1.7×	41 1.1×	22	253
Anna Åkerfeldt Sweden	8	78 1.0×	145 2.3×	22 0.4×	35 0.8×	78 2.1×	28	288
Simone Bassanelli Italy	5	27 0.4×	82 1.3×	77 1.6×	81 1.9×	64 1.7×	13	244
Xiaojiao Chen China	7	49 0.7×	85 1.4×	42 0.9×	61 1.4×	53 1.4×	17	298
Ali İbrahim Can Gözüm Türkiye	9	141 1.9×	55 0.9×	55 1.1×	59 1.4×	31 0.8×	29	296
Chi Wui Ng Hong Kong	5	104 1.4×	133 2.1×	36 0.7×	44 1.0×	33 0.9×	17	293
Janika Leoste Estonia	8	50 0.7×	43 0.7×	12 0.2×	33 0.8×	21 0.6×	28	161
Emily Oxley United Kingdom	8	84 1.1×	107 1.7×	55 1.1×	68 1.6×	79 2.1×	11	304
Abdullahi Yusuf Nigeria	6	40 0.5×	113 1.8×	72 1.5×	64 1.5×	51 1.3×	15	267

Countries citing papers authored by Andrew Cram

Since Specialization

Citations

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

Fields of papers citing papers by Andrew Cram

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andrew Cram

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

Nash, J R, et al.. (2025). Traversing changing higher education learning spaces: what we bring and what is missing. Higher Education Research & Development. 44(1). 83–97. 2 indexed citations

Kizilcec, René F., Elaine Huber, Elena C. Papanastasiou, et al.. (2024). Perceived impact of generative AI on assessments: Comparing educator and student perspectives in Australia, Cyprus, and the United States. Computers and Education Artificial Intelligence. 7. 100269–100269. 20 indexed citations

Zeivots, Sandris, et al.. (2024). Co-design practice in higher education: practice theory insights into collaborative curriculum development. Higher Education Research & Development. 44(3). 769–783. 8 indexed citations

Cram, Andrew, et al.. (2024). Blended learning at scale: co-designing a large postgraduate finance course. SHILAP Revista de lepidopterología. 16(2). 235–252. 1 indexed citations

Cram, Andrew, et al.. (2023). Educator and Student Perspectives on the Impact of Generative AI on Assessments in Higher Education. 378–382. 84 indexed citations

Huber, Elaine, Lynne Harris, Sue Wright, et al.. (2023). Towards a framework for designing and evaluating online assessments in business education. Assessment & Evaluation in Higher Education. 49(1). 102–116. 18 indexed citations

Zeivots, Sandris, et al.. (2023). Developing Project Management Principles by Examining Codesign Practices in Innovative Contexts. Project Management Journal. 54(6). 651–664. 8 indexed citations

Khan, Eijaz Ahmed, et al.. (2023). Modelling the impact of online learning quality on students' satisfaction, trust and loyalty. International Journal of Educational Management. 37(2). 281–299. 6 indexed citations

Cram, Andrew, Lynne Harris, Corina Raduescu, et al.. (2022). Online Assessment in Australian University Business Schools: A Snapshot of Usage and Challenges. ASCILITE Publications. e22181–e22181. 7 indexed citations

10.

Wilson, Stephanie, et al.. (2022). Design Patterns for Connected Learning at Scale. ASCILITE Publications. e22137–e22137.

11.

Zeivots, Sandris, et al.. (2021). CLaS light touch project: scaling up educational co-design process. SHILAP Revista de lepidopterología. 1 indexed citations

12.

Bonfield, Christopher, et al.. (2012). Using scenario planning to inform pedagogical practice in virtual worlds in schools : collaboration and structure. 2012(1). 1 indexed citations

13.

Bonfield, Christopher, et al.. (2012). Using Scenario Planning to Inform Pedagogical Practice in Virtual Worlds in Schools. ASCILITE Publications. 114–123. 1 indexed citations

14.

McNeill, Margot & Andrew Cram. (2011). Evaluating E-portfolios for university learning: Challenges and Opportunities. 2011(1). 862–873. 12 indexed citations

15.

Cram, Andrew, John Hedberg, & Maree Gosper. (2011). Beyond Immersion – Meaningful Involvement in Virtual Worlds. Global Learn. 2011(1). 1548–1557. 3 indexed citations

16.

Cram, Andrew, John Hedberg, Maree Gosper, & Geoffrey Dick. (2011). Situated, embodied and social problem-solving in virtual worlds. Research in Learning Technology. 19(3). 6 indexed citations

17.

Cram, Andrew, John Hedberg, Maree Gosper, & Geoffrey Dick. (2011). Situated, embodied and social problem-solving in virtual worlds. Research in Learning Technology. 19(3). 259–271. 2 indexed citations

18.

Cram, Andrew, et al.. (2010). Learning through design and construction in multi-user virtual environments : opportunities, challenges and an emerging project. Global Learn. 2010(1). 1185–1194. 2 indexed citations

19.

Bower, Matt, et al.. (2010). Blended reality. ASCILITE Publications. 129–140. 4 indexed citations

20.

Cram, Andrew, Geoffrey Dick, Maree Gosper, & John Hedberg. (2009). Using a Multi-User Virtual Environment to Research Approaches to Ethical Dilemmas. Journal of the Association for Information Systems. 425. 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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