Bella Ross

1.4k total citations
38 papers, 493 citations indexed

About

Bella Ross is a scholar working on Education, Computer Science Applications and General Health Professions. According to data from OpenAlex, Bella Ross has authored 38 papers receiving a total of 493 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 11 papers in Computer Science Applications and 7 papers in General Health Professions. Recurrent topics in Bella Ross's work include Online Learning and Analytics (9 papers), Higher Education Practises and Engagement (7 papers) and Online and Blended Learning (7 papers). Bella Ross is often cited by papers focused on Online Learning and Analytics (9 papers), Higher Education Practises and Engagement (7 papers) and Online and Blended Learning (7 papers). Bella Ross collaborates with scholars based in Australia, Malaysia and Switzerland. Bella Ross's co-authors include Gilly Salmon, Ekaterina Pechenkina, Rosemary Fisher, Alex Maritz, Angela Carbone, Liam Phelan, Steve Drew, Janet Fletcher, Dermot Maher and Pascal Launois and has published in prestigious journals such as SHILAP Revista de lepidopterología, BMJ Open and PLoS neglected tropical diseases.

In The Last Decade

Bella Ross

36 papers receiving 462 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Bella Ross Australia 13 269 143 79 68 63 38 493
Joanne Hardman South Africa 11 200 0.7× 44 0.3× 78 1.0× 32 0.5× 91 1.4× 48 455
Hope Jordan United States 2 495 1.8× 149 1.0× 82 1.0× 22 0.3× 179 2.8× 3 615
Michael F. Beaudoin United States 9 460 1.7× 117 0.8× 62 0.8× 38 0.6× 169 2.7× 27 605
Michele A. Parker United States 13 436 1.6× 83 0.6× 81 1.0× 20 0.3× 90 1.4× 36 618
Gayani Samarawickrema Australia 9 491 1.8× 77 0.5× 68 0.9× 19 0.3× 106 1.7× 30 610
Daniela Bruna Chile 9 465 1.7× 96 0.7× 123 1.6× 18 0.3× 51 0.8× 18 606
Jane Brindley United Kingdom 6 315 1.2× 116 0.8× 70 0.9× 29 0.4× 137 2.2× 15 472
B. Jean Mandernach United States 16 444 1.7× 87 0.6× 72 0.9× 34 0.5× 116 1.8× 35 593
Kay Sambell United Kingdom 12 623 2.3× 48 0.3× 31 0.4× 21 0.3× 92 1.5× 29 784
Susanna Calkins United States 13 397 1.5× 38 0.3× 42 0.5× 39 0.6× 50 0.8× 26 517

Countries citing papers authored by Bella Ross

Since Specialization
Citations

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

Fields of papers citing papers by Bella Ross

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Bella Ross

This figure shows the co-authorship network connecting the top 25 collaborators of Bella Ross. A scholar is included among the top collaborators of Bella Ross 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 Bella Ross. Bella Ross 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.
Flynn, Catherine, et al.. (2025). Assessment feedback in a Master of Social Work programme: student engagement and expected supports. Social Work Education. 45(1). 34–49.
2.
Penkunas, Michael J., et al.. (2024). Barriers to Applying Knowledge Gained Through an Implementation Research Massive Open Online Course: An Explanatory Qualitative Study. INQUIRY The Journal of Health Care Organization Provision and Financing. 61. 2876878644–2876878644. 1 indexed citations
3.
Nwameme, Adanna, Phyllis Dako‐Gyeke, Emmanuel Asampong, et al.. (2023). Improving understanding of disease control implementation research through a mooc with participants from low- and middle-income countries: Evaluating participant reactions and learning. PLoS neglected tropical diseases. 17(3). e0011139–e0011139. 1 indexed citations
4.
Ross, Bella, et al.. (2022). Placement educators’ perspectives of international social work students’ sociopragmatic communication skills. Advances in Health Sciences Education. 28(2). 347–368. 3 indexed citations
5.
Flynn, Catherine, et al.. (2022). Social work students with English as an additional language: examining written assessment feedback. Teaching in Higher Education. 29(5). 1149–1165. 3 indexed citations
6.
Ross, Bella, et al.. (2022). Evaluating results of the implementation research MOOC using Kirkpatrick’s four-level model: a cross-sectional mixed-methods study. BMJ Open. 12(5). e054719–e054719. 10 indexed citations
7.
Launois, Pascal, et al.. (2021). Implementation research training for learners in low- and middle-income countries: evaluating behaviour change after participating in a massive open online course. Health Research Policy and Systems. 19(1). 59–59. 14 indexed citations
8.
Ross, Bella, et al.. (2020). Supervising international social work students in Australia: The positionings of placement educators. Advances in Social Work. 22(1). 7–22. 3 indexed citations
9.
Launois, Pascal, et al.. (2019). Lessons Learnt from a Professional Development MOOC: Engaging Culturally and Linguistically Diverse Learners from Low- and Middle-Income Countries. European Journal of Open Distance and E-Learning. 22(2). 8 indexed citations
10.
Ross, Bella, et al.. (2019). Institutional responsibilities: providing placement for international students. Social Work Education. 39(5). 665–680. 12 indexed citations
11.
Ross, Bella, et al.. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education. 15(1). 51 indexed citations
12.
Ross, Bella, et al.. (2018). Improving clinical communication skills for international students using inclusive pedagogies.
13.
Ross, Bella, et al.. (2017). Improving Digital Assessment Practice: A Case Study of a Cross-Institutional Initiative. Monash University Research Portal (Monash University). 14(2). 5. 2 indexed citations
14.
Drew, Steve, et al.. (2016). Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education. 42(6). 914–929. 17 indexed citations
15.
Ross, Bella, et al.. (2016). Developing educational goals: insights from a Peer Assisted Teaching Scheme. The International Journal for Academic Development. 21(4). 350–363. 6 indexed citations
16.
Abdekhodaee, Amir, et al.. (2016). Wikis for group work: Encouraging transparency, benchmarking, and feedback. Australasian Journal of Educational Technology. 11 indexed citations
17.
Salmon, Gilly, et al.. (2015). The space for social media in structured online learning. Research in Learning Technology. 23(1). 28507–28507. 47 indexed citations
18.
Abdekhodaee, Amir, et al.. (2015). Wikis for group work: encouraging transparency, benchmarking and feedback. Swinburne Research Bank (Swinburne University of Technology). 1 indexed citations
19.
Carbone, Angela, et al.. (2014). Course evaluation matters: improving students’ learning experiences with a peer-assisted teaching programme. Assessment & Evaluation in Higher Education. 40(2). 165–180. 20 indexed citations
20.
Carbone, Angela, et al.. (2013). A peer assisted teaching scheme. eCite Digital Repository (University of Tasmania). 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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