Caroline M. Crawford
- Computer Science Applications top 10%
- Online Learning and Analytics 5
- Open Education and E-Learning 2
- Education top 5%
- Online and Blended Learning 12
- Education and Technology Integration 4
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- Innovative Teaching and Learning Methods 9
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- Gender and Technology in Education 3
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- Educational Tools and Methods 3
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- Impact of Technology on Adolescents 2
- Co-authors
- Alyssa BeaversElizabeth Hodges SnyderJill LittKatherine AlaimoEvelyn BrownKathryn LeyVidar MelbyMichael J. Bell
- Journals
- Journal of Clinical Nursing (1 paper)British Journal of Educational Technology (2 papers)Nurse Education Today (1 paper)
- Partner nations
- United StatesUnited Kingdom
In The Last Decade
Caroline M. Crawford
38 papers receiving 272 citations
Peers
Comparison fields: 5 of 71
- Computer Science Applications 39
- Education 156
- Health, Toxicology and Mutagenesis 66
- Human Factors and Ergonomics 9
- Developmental and Educational Psychology 47
Countries citing papers authored by Caroline M. Crawford
This map shows the geographic impact of Caroline M. Crawford'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 Caroline M. Crawford with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Caroline M. Crawford more than expected).
Fields of papers citing papers by Caroline M. Crawford
This network shows the impact of papers produced by Caroline M. Crawford. 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 Caroline M. Crawford. The network helps show where Caroline M. Crawford may publish in the future.
Co-authorship network
The 13 scholars most cited alongside Caroline M. Crawford, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Affirmation and Validation Hierarchy when Building an Online Community | 2012 | 1 |
| 2 | Drawings and Drums: Incorporating Semiotic Activities to Enlist Learning | 2008 | 1 |
| 3 | Podcasting in the Learning Environment: From Podcasts for the Learning Community, Towards the Integration of Podcasts within the Elementary Learning Environment | 2006 | 4 |
| 4 | Supportive Learning Environments for Students with Diverse Needs and Technology Use: Discussion of Case Studies and Implications for Teacher Training | 2005 | 0 |
| 5 | Addressing Instructional Technology Integration into Methods Coursework: Consideration Towards Integral Components | 2004 | 1 |
| 6 | From Silos to Communities: Addressing Electronic Isolation Through Interactivities | 2004 | 0 |
| 7 | Web-Enhancing University Coursework: An Innovative Professional Development Model to Support a Step-by-Step Approach Towards Web-Enhancing Courses and Empowering Instructors | 2003 | 8 |
| 8 | Emerging Learning Environments: Enhancing the Online Community | 2003 | 1 |
| 9 | Perceived and Actual Interactive Activities in eLearning Environments | 2003 | 3 |
| 10 | Graduate and Inservice Education | 2002 | 1 |
| 11 | Web, Web-Enhanced or 80/20: Choosing the Instructional Model that Makes Sense | 2002 | 1 |
| 12 | Faculty Attitudes Towards Distance Education: Enhancing the Support and Rewards System for Innovative Integration of Technology Within Coursework | 2002 | 5 |
| 13 | The Design of a Supportive Faculty Development Model: The Integration of Technology Within the University Faculty’s Teacher Candidate Coursework | 2002 | 2 |
| 14 | Higher Education and Technology Integration into the Learning Environment: Results of a Survey of Teacher Preparation Faculty | 2002 | 5 |
| 15 | University Faculty Needs and Desires: Support Model During Web-Basing and Web-Enhancing Courses | 2002 | 1 |
| 16 | The Integration of Assistive and Adaptive Technologies Into the Preservice and Advanced-Level Courses of Instructional Technology and Special Education | 2001 | 1 |
| 17 | Creating a Collaborative Web-Based Environment through the Inclusion of Metaphorically Enhanced Graphics. | 2001 | 4 |
| 18 | Assistive Learning Within a Special Needs Environment | 2001 | 3 |
| 19 | The Integration of Technology into Classroom Lessons in the Teacher Preparation Program at the University of Houston-Clear Lake | 2001 | 1 |
| 20 | The Design of a University’s SACS Accreditation World Wide Web Site | 2000 | 0 |
About Caroline M. Crawford
Caroline M. Crawford is a scholar working on Computer Science Applications, Research and Theory and Developmental and Educational Psychology, having authored 49 papers that have together received 323 indexed citations. Recurring topics across this work include Online and Blended Learning (12 papers), Innovative Teaching and Learning Methods (9 papers), Online Learning and Analytics (5 papers), Education and Technology Integration (4 papers), Gender and Technology in Education (3 papers), Educational Tools and Methods (3 papers), Impact of Technology on Adolescents (2 papers) and Open Education and E-Learning (2 papers). The work is most often cited by research in Computer Science Applications (39 citations), Education (156 citations) and Health, Toxicology and Mutagenesis (66 citations). Caroline M. Crawford has collaborated with scholars based in United States and United Kingdom. Frequent co-authors include Alyssa Beavers, Elizabeth Hodges Snyder, Jill Litt, Katherine Alaimo, Evelyn Brown, Kathryn Ley, Vidar Melby, Michael J. Bell, Jesús Tanguma and Terry James. Their work appears in journals such as Journal of Clinical Nursing, British Journal of Educational Technology and Nurse Education Today.
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.