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.
This map shows the geographic impact of Charles Crook'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 Charles Crook with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Charles Crook more than expected).
This network shows the impact of papers produced by Charles Crook. 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 Charles Crook. The network helps show where Charles Crook may publish in the future.
Co-authorship network of co-authors of Charles Crook
This figure shows the co-authorship network connecting the top 25 collaborators of Charles Crook.
A scholar is included among the top collaborators of Charles Crook 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 Charles Crook. Charles Crook is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Luckin, Rosemary, Brett Bligh, Andrew Manches, et al.. (2012). Decoding learning : the proof, promise and potential of digital education. Repository@Nottingham (University of Nottingham).83 indexed citations
Lewin, Cathy, Christine Greenhow, & Charles Crook. (2010). Recrafting formal education: shifting the boundaries of formal and informal learning.4 indexed citations
11.
Anastopoulou, Stamatina, Mike Sharples, Shaaron Aınsworth, & Charles Crook. (2009). Personal Inquiry: linking the cultures of home and school with technology mediated science inquiry. Open Research Online (The Open University).4 indexed citations
12.
Aınsworth, Shaaron, et al.. (2008). Making your views known: the importance of anonymity before and after classroom debates. Durham Research Online (Durham University). 281–288.2 indexed citations
13.
Crook, Charles. (2008). Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions. Digital Education Resource Archive (University College London).106 indexed citations
Wang, Tong & Charles Crook. (2006). Chinese eLearners eLearning. Proceedings of the International Conference on Networked Learning. 5.1 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.