Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
2013690 citationsYu-Chun Kuo, Andrew Walker et al.The Internet and Higher Educationprofile →
A predictive study of student satisfaction in online education programs
2013371 citationsYu-Chun Kuo, Andrew Walker et al.The International Review of Research in Open and Distributed Learningprofile →
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
2016204 citationsBrian R. Belland, Andrew Walker et al.Review of Educational Researchprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Andrew Walker'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 Walker with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andrew Walker more than expected).
This network shows the impact of papers produced by Andrew Walker. 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 Walker. The network helps show where Andrew Walker may publish in the future.
Co-authorship network of co-authors of Andrew Walker
This figure shows the co-authorship network connecting the top 25 collaborators of Andrew Walker.
A scholar is included among the top collaborators of Andrew Walker 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 Walker. Andrew Walker is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Belland, Brian R., Andrew Walker, Nam Ju Kim, & Mason Lefler. (2016). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review of Educational Research. 87(2). 309–344.204 indexed citations breakdown →
6.
Belland, Brian R., et al.. (2015). A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education.. Educational Technology & Society. 18(1). 183–197.46 indexed citations
Belland, Brian R., Andrew Walker, Nam Ju Kim, & Mason Lefler. (2014). A Preliminary Meta-analysis On the Influence of Scaffolding Characteristics and Study and Assessment Quality on Cognitive Outcomes in STEM Education. Cognitive Science. 36(36).4 indexed citations
9.
Kuo, Yu-Chun, Andrew Walker, Kerstin E. E. Schröder, & Brian R. Belland. (2013). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education. 20. 35–50.690 indexed citations breakdown →
10.
Walker, Andrew, et al.. (2012). Designing for problem-based learning: A comparative study of technology professional development. Digital Commons - USU (Utah State University). 2(5). 510–520.3 indexed citations
11.
Leary, Heather, Andrew Walker, & Brett E. Shelton. (2012). Self-Directed Learning in Problem-Based Learning: A meta-analysis.3 indexed citations
Ye, Lei, et al.. (2011). Technology Integrated Professional Development: Case Study of Junior High Science and Mathematics Teachers.1 indexed citations
14.
Kuo, Yu-Chun, et al.. (2010). The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions. Global Learn. 2010(1). 4242–4246.6 indexed citations
15.
Kuo, Yu-Chun, Andrew Walker, & Kerstin E. E. Schröder. (2010). Interaction and Other Variables as Predictors of Student Satisfaction in Online Learning Environments. Society for Information Technology & Teacher Education International Conference. 2010(1). 593–600.6 indexed citations
Walker, Andrew & Brett E. Shelton. (2008). Problem-Based Educational Games: Connections, Prescriptions, and Assessment. Digital Commons - USU (Utah State University). 19(4). 663–684.24 indexed citations
20.
Walker, Andrew & Heather Leary. (2007). Problem-based learning: A Meta-analytic Review of Problem and Implementation Types Across Disciplines and Educational Levels.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.