Countries citing papers authored by Angela McFarlane
Since
Specialization
Citations
This map shows the geographic impact of Angela McFarlane'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 Angela McFarlane with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Angela McFarlane more than expected).
Fields of papers citing papers by Angela McFarlane
This network shows the impact of papers produced by Angela McFarlane. 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 Angela McFarlane. The network helps show where Angela McFarlane may publish in the future.
Co-authorship network of co-authors of Angela McFarlane
This figure shows the co-authorship network connecting the top 25 collaborators of Angela McFarlane.
A scholar is included among the top collaborators of Angela McFarlane 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 Angela McFarlane. Angela McFarlane is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Nussbaum, Miguél, et al.. (2014). Scripting for Collaborative Search Computer-Supported Classroom Activities.. Educational Technology & Society. 17(3). 308–319.1 indexed citations
2.
McFarlane, Angela. (2014). Authentic Learning for the Digital Generation: Realising the potential of technology in the classroom.10 indexed citations
Thornham, Helen & Angela McFarlane. (2010). DISCOURSES OF THE DIGITAL NATIVE. Information Communication & Society. 14(2). 258–279.16 indexed citations
5.
McFarlane, Angela, et al.. (2009). Researching mobile learning: overview, September 2006 to September 2008. Digital Education Resource Archive (University College London).2 indexed citations
6.
Jalil, Habibah Ab, et al.. (2008). ASSISTED PERFORMANCE - A PRAGMATIC CONCEPTION OF ONLINE LEARNING. SHILAP Revista de lepidopterología. 1(2). 57–75.5 indexed citations
McFarlane, Angela, et al.. (2003). E-learning for leadership : emerging indicators of effective practice. Digital Education Resource Archive (University College London).9 indexed citations
12.
Harrison, Colin, Chris Comber, Tony Fisher, et al.. (2002). ImpaCT2: the impact of information and communication technologies on pupil learning and attainment. Digital Education Resource Archive (University College London).178 indexed citations
13.
Somekh, Bridget, Cathy Lewin, Diane Mavers, et al.. (2002). ImpaCT2: pupils' and teachers' perceptions of ICT in the home, school and community. Digital Education Resource Archive (University College London).31 indexed citations
McFarlane, Angela, et al.. (2000). ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment. Digital Education Resource Archive (University College London).9 indexed citations
Friedler, Yael & Angela McFarlane. (1997). Data logging with portable computers: a study of the impact on graphing skills in secondary pupils. Bristol Research (University of Bristol). 16(4). 527–550.13 indexed citations
19.
McFarlane, Angela. (1997). Information Technology and Authentic Learning: Realising the Potential of Computers in the Primary Classroom. Medical Entomology and Zoology.16 indexed citations
20.
McFarlane, Angela, et al.. (1993). Simulating high-frequency wind for long durations. University of North Texas Digital Library (University of North Texas).2 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.