Colin Beer

444 total citations
20 papers, 282 citations indexed

About

Colin Beer is a scholar working on Education, Computer Science Applications and Information Systems. According to data from OpenAlex, Colin Beer has authored 20 papers receiving a total of 282 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 10 papers in Computer Science Applications and 2 papers in Information Systems. Recurrent topics in Colin Beer's work include Online Learning and Analytics (10 papers), Online and Blended Learning (7 papers) and Higher Education Learning Practices (4 papers). Colin Beer is often cited by papers focused on Online Learning and Analytics (10 papers), Online and Blended Learning (7 papers) and Higher Education Learning Practices (4 papers). Colin Beer collaborates with scholars based in Australia, United States and South Africa. Colin Beer's co-authors include David Jones, Celeste Lawson, Dolene Rossi, Julie Fleming, Patrick Alan Danaher, David Jones, Chris Rensleigh and David Jones and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Technology Research and Development and Journal of Further and Higher Education.

In The Last Decade

Colin Beer

19 papers receiving 257 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Colin Beer Australia	9	160	151	53	28	27	20	282
Dana-Kristin Mah Germany	8	147 0.9×	154 1.0×	64 1.2×	26 0.9×	56 2.1×	18	315
Muhittin Şahi̇n Türkiye	9	115 0.7×	113 0.7×	41 0.8×	39 1.4×	38 1.4×	36	267
Karin Lundgren-Cayrol Canada	7	99 0.6×	79 0.5×	99 1.9×	29 1.0×	26 1.0×	16	224
Eulho Jung United States	8	169 1.1×	194 1.3×	66 1.2×	23 0.8×	45 1.7×	26	328
Jason Rhode United States	4	176 1.1×	82 0.5×	52 1.0×	15 0.5×	43 1.6×	14	241
Fiona M. Hollands United States	8	180 1.1×	178 1.2×	45 0.8×	20 0.7×	55 2.0×	20	344
Olga Pilli Cyprus	9	240 1.5×	186 1.2×	62 1.2×	18 0.6×	94 3.5×	18	378
Ela Akgün-Özbek Türkiye	2	190 1.2×	163 1.1×	40 0.8×	15 0.5×	65 2.4×	4	324
Chi Wui Ng Hong Kong	5	104 0.7×	133 0.9×	33 0.6×	44 1.6×	94 3.5×	17	293
M. Brooke Robertshaw United States	9	191 1.2×	90 0.6×	97 1.8×	43 1.5×	73 2.7×	25	359

Countries citing papers authored by Colin Beer

Since Specialization

Citations

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

Fields of papers citing papers by Colin Beer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Colin Beer

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

All Works

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20 of 20 papers shown

Beer, Colin, et al.. (2022). Is it really flexible? Examining definitions of flexibility against contemporary practice in online education. Journal of Further and Higher Education. 47(2). 255–264. 2 indexed citations

Beer, Colin, David Jones, & Celeste Lawson. (2019). The challenge of learning analytics implementation: lessons learned. ASCILITE Publications. 39–49. 1 indexed citations

Beer, Colin, et al.. (2018). The importance of clarity in written assessment instructions. Journal of Further and Higher Education. 44(2). 143–155. 2 indexed citations

Beer, Colin & Celeste Lawson. (2017). Framing attrition in higher education: a complex problem. Journal of Further and Higher Education. 42(4). 497–508. 9 indexed citations

Lawson, Celeste, et al.. (2016). Identification of ‘at risk’ students using learning analytics: the ethical dilemmas of intervention strategies in a higher education institution. Educational Technology Research and Development. 64(5). 957–968. 50 indexed citations

Beer, Colin & Celeste Lawson. (2016). The problem of student attrition in higher education: An alternative perspective. Journal of Further and Higher Education. 41(6). 773–784. 61 indexed citations

Rossi, Dolene, et al.. (2015). Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities. Acquire (CQUniversity). 8(3). 1 indexed citations

Beer, Colin, et al.. (2014). Three paths for learning analytics and beyond. ASCILITE Publications. 242–250. 1 indexed citations

Beer, Colin, et al.. (2014). Three paths for learning analytics and beyond: moving from rhetoric to reality. University of Southern Queensland ePrints (University of Southern Queensland). 13 indexed citations

10.

Rossi, Dolene, et al.. (2013). Learning interactions : a cross-institutional multi-disciplinary analysis of learner-learner and learner-teacher and learner-content interactions in online learning contexts. Acquire (CQUniversity). 8 indexed citations

11.

Jones, David, et al.. (2013). The IRAC framework: locating the performance zone for learning analytics. University of Southern Queensland ePrints (University of Southern Queensland). 446–450. 8 indexed citations

12.

Beer, Colin, et al.. (2012). Analytics and complexity: learning and leading for the future. University of Southern Queensland ePrints (University of Southern Queensland). 13 indexed citations

13.

Rossi, Dolene, et al.. (2012). Exploring a cross-institutional research collaboration and innovation: Deploying social software and Web 2.0 technologies to investigate online learning designs and interactions in two Australian Universities. 5(2). 6 indexed citations

14.

Beer, Colin, et al.. (2010). Academic involvement with the LMS : an exploratory study. Acquire (CQUniversity). 4 indexed citations

15.

Beer, Colin, et al.. (2010). Indicators of engagement. ASCILITE Publications. 75–86. 82 indexed citations

16.

Beer, Colin, et al.. (2009). The indicators project identifying effective learning. ASCILITE Publications. 60–70. 1 indexed citations

17.

Beer, Colin, et al.. (2009). The indicators project identifying effective learning: Adoption, activity, grades and external factors. Acquire (CQUniversity). 2009(1). 60–70. 16 indexed citations

18.

Jones, David, et al.. (2008). Bringing ‘second life’ to a tough undergraduate course : cognitive apprenticeship through machinimas. Acquire (CQUniversity). 1 indexed citations

19.

Beer, Colin & David Jones. (2008). Learning networks: Harnessing the power of online communities for discipline and lifelong learning. Acquire (CQUniversity). 2 indexed citations

20.

Rensleigh, Chris & Colin Beer. (2004). Streamlining the integration between INNOPAC’s electronic course reserves and WebCT. SHILAP Revista de lepidopterología. 6(3). 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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