Christine Spratt

721 total citations
19 papers, 483 citations indexed

About

Christine Spratt is a scholar working on Education, Public Health, Environmental and Occupational Health and General Health Professions. According to data from OpenAlex, Christine Spratt has authored 19 papers receiving a total of 483 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 5 papers in Public Health, Environmental and Occupational Health and 4 papers in General Health Professions. Recurrent topics in Christine Spratt's work include Online and Blended Learning (6 papers), Innovations in Medical Education (5 papers) and Evaluation of Teaching Practices (5 papers). Christine Spratt is often cited by papers focused on Online and Blended Learning (6 papers), Innovations in Medical Education (5 papers) and Evaluation of Teaching Practices (5 papers). Christine Spratt collaborates with scholars based in Australia, Hong Kong and Sweden. Christine Spratt's co-authors include Amanda Reilly, Debbi Weaver, Chenicheri Sid Nair, Mark Davies, Philip Boyce, Jo Coldwell-Neilson, Annette Marlow, Stuart Palmer, Christine Armatas and JT Walls and has published in prestigious journals such as Medical Teacher, Nurse Education Today and BMC Medical Education.

In The Last Decade

Christine Spratt

17 papers receiving 398 citations

Peers

Christine Spratt

EDUCA

PHEOH

PHYSI

CSA

GHP

Jan Zottmann Germany

Gregory A. DeBourgh United States

Kay Hodson Carlton United States

Kay Hodson‐Carlton United States

Yianna Vovides United States

Helen R. Connors United States

Kayley Lyons Australia

Bas A. de Leng Netherlands

Marilou Bélisle Canada

Kai Sostmann Germany

Jan Zottmann Germany

Christine Spratt

193 ×1.0

EDUCA

135 ×0.9

PHEOH

69 ×0.5

PHYSI

48 ×0.7

CSA

47 ×0.7

GHP

Citations per year, relative to Christine Spratt Christine Spratt (= 1×) peers Jan Zottmann

Countries citing papers authored by Christine Spratt

Since Specialization

Citations

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

Fields of papers citing papers by Christine Spratt

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Christine Spratt

This figure shows the co-authorship network connecting the top 25 collaborators of Christine Spratt. A scholar is included among the top collaborators of Christine Spratt 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 Christine Spratt. Christine Spratt is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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19 of 19 papers shown

Armatas, Christine, et al.. (2021). Learning Analytics for Programme Review: Evidence, Analysis, and Action to Improve Student Learning Outcomes. Technology Knowledge and Learning. 27(2). 461–478. 6 indexed citations

Armatas, Christine & Christine Spratt. (2019). Applying learning analytics to program curriculum review. International Journal of Information and Learning Technology. 36(3). 243–253. 7 indexed citations

Armatas, Christine, et al.. (2014). Putting Connectivist Principles Into Practice: A Case Study of an Online Tertiary Course. American Journal of Distance Education. 28(2). 81–91. 4 indexed citations

Boyce, Philip, et al.. (2011). Using entrustable professional activities to guide curriculum development in psychiatry training. BMC Medical Education. 11(1). 96–96. 81 indexed citations

O’Connor, Daniel, et al.. (2009). Expanding Psychiatry Training: Australian Specialists’ and Trainees’ Perceived Gaps in Experiences and Settings. Australasian Psychiatry. 17(6). 506–508. 2 indexed citations

Spratt, Christine, et al.. (2009). Expanding Australian Psychiatry Training Settings Beyond Metropolitan Public Hospitals: Background and Issues. Australasian Psychiatry. 17(5). 389–393. 4 indexed citations

Weaver, Debbi, Christine Spratt, & Chenicheri Sid Nair. (2008). Academic and student use of a learning management system: Implications for quality. Australasian Journal of Educational Technology. 24(1). 143 indexed citations

Marlow, Annette, Christine Spratt, & Amanda Reilly. (2007). Collaborative action learning: A professional development model for educational innovation in nursing. Nurse Education in Practice. 8(3). 184–189. 20 indexed citations

Spratt, Christine, et al.. (2007). Implementing Strategic Policy for Quality Improvement in Teaching and Learning: A Case Report from Monash University. 160–168. 2 indexed citations

10.

Reilly, Amanda & Christine Spratt. (2006). The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: A case report from the University of Tasmania. Nurse Education Today. 27(6). 542–550. 158 indexed citations

11.

Spratt, Christine, et al.. (2005). Authentic Teaching as the Context for language Learning. Educational Technology & Society. 8(2). 83–93. 2 indexed citations

12.

Weaver, Debbi, Chenicheri Sid Nair, & Christine Spratt. (2005). Evaluation: WebCT and the Student Experience. Swinburne Research Bank (Swinburne University of Technology). 25–32. 15 indexed citations

13.

Weaver, David, et al.. (2005). Experiences of online teaching using WebCT: an institutional evaluation. UWA Profiles and Research Repository (University of Western Australia). 549. 1 indexed citations

14.

Spratt, Christine, Rob Walker, & Bernadette Robinson. (2004). PREST in Open and Distance Learning: Mixed Research Methods (A5 Module). 8 indexed citations

15.

Eley, Malcolm G., et al.. (2004). How valid are group marks as a proxy for the individual learning that comes from group assignment and project work. eCite Digital Repository (University of Tasmania). 137–148. 1 indexed citations

16.

Spratt, Christine & JT Walls. (2003). Reflective critique and collaborative practice in evaluation: promoting change in medical education. Medical Teacher. 25(1). 82–88. 5 indexed citations

17.

Spratt, Christine, et al.. (2003). Online pedagogy and the challenges for academic staff development. Swinburne Research Bank (Swinburne University of Technology). 54–60. 2 indexed citations

18.

Spratt, Christine. (2002). Critical teachers as early adopters of technology : agency and structures of indifference in higher education. Deakin Research Online (Deakin University). 1 indexed citations

19.

Spratt, Christine, Stuart Palmer, & Jo Coldwell-Neilson. (2000). Using technologies in teaching: an initiative in academic staff development. Educational Technology & Society. 3(3). 455–461. 21 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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