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.
Countries citing papers authored by Curtis J. Bonk
Since
Specialization
Citations
This map shows the geographic impact of Curtis J. Bonk'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 Curtis J. Bonk with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Curtis J. Bonk more than expected).
This network shows the impact of papers produced by Curtis J. Bonk. 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 Curtis J. Bonk. The network helps show where Curtis J. Bonk may publish in the future.
Co-authorship network of co-authors of Curtis J. Bonk
This figure shows the co-authorship network connecting the top 25 collaborators of Curtis J. Bonk.
A scholar is included among the top collaborators of Curtis J. Bonk 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 Curtis J. Bonk. Curtis J. Bonk is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Zhu, Meina, Annisa Ratna Sari, & Curtis J. Bonk. (2018). A Systematic Review of MOOC Research Methods and Topics: Comparing 2014-2016 and 2016-2017. EdMedia + Innovate Learning. 1673–1682.7 indexed citations
4.
Reeves, Thomas C. & Curtis J. Bonk. (2015). MOOCs: Redirecting the Quest for Quality Higher Education for All.. International journal on e-learning. 14(3). 385–399.6 indexed citations
5.
Bonk, Curtis J.. (2013). Book reviews: "Learning to change the world: The social impact of one laptop per child," Walter Bender, Charles Kane, Jody Cornish, and Neal Donahue. Educational technology: The magazine for managers of change in education. 53(3). 54–55.1 indexed citations
6.
Lee, Hyun-Kyung & Curtis J. Bonk. (2010). The Use of Wikis for Collaboration in Corporations: Perceptions and Implications for Future Research. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 2588–2594.3 indexed citations
7.
Bonk, Curtis J., Mimi Miyoung Lee, & Thomas Reynolds. (2009). Preface: A Special Passage Through Asia E-Learning. International journal on e-learning. 8(4). 438–445.4 indexed citations
8.
Lin, Meng-Fen Grace, et al.. (2009). Title: Characteristics of YouTube Use and Users: Implications for Education. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2009(1). 2855–2862.1 indexed citations
9.
Lin, Chun‐Yi, Lena Lee, & Curtis J. Bonk. (2009). Teaching Innovations on Wikis: Practices and Perspectives of Early Childhood and Elementary School Teachers. EdMedia: World Conference on Educational Media and Technology. 2009(1). 1625–1630.1 indexed citations
10.
Ying, Wang, Curtis J. Bonk, Ginette Delandshere, & Thomas Brush. (2008). Mixed Methods for Research on Blended Learning in Teacher Education. Society for Information Technology & Teacher Education International Conference. 2008(1). 4359–4361.1 indexed citations
11.
Liu, Shijuan, Kyong‐Jee Kim, Curtis J. Bonk, & Richard J. Magjuka. (2007). What Do Online MBA Professors Have to Say About Online Teaching. Online journal of distance learning administration. 10(2).8 indexed citations
12.
Bonk, Curtis J., et al.. (2006). The Challenges and Successes of Wikibookian Experts and Want-To-Bees. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 2329–2333.2 indexed citations
13.
Zhang, Ke & Curtis J. Bonk. (2006). The R2D2 Model for Effective Online Teaching and Enjoyable Online Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 1547–1553.3 indexed citations
14.
Lee, Seung‐Hee, Curtis J. Bonk, Richard J. Magjuka, Bude Su, & Xiaojing Liu. (2006). Understanding the Dimensions of Virtual Teams.. International journal on e-learning. 5(4). 507–523.23 indexed citations
15.
Bonk, Curtis J., et al.. (2005). Future Directions of Blended Learning in Higher Education and Workplace Learning Settings. EdMedia: World Conference on Educational Media and Technology. 2005(1). 3644–3649.142 indexed citations
16.
Su, Bude, Curtis J. Bonk, Richard J. Magjuka, Xiaojing Liu, & Seunghee Lee. (2005). The Importance of Interaction in Web-Based Education: A Program-Level Case Study of Online MBA Courses. 4(1). 1–19.156 indexed citations
17.
Bonk, Curtis J., et al.. (2005). Linkage between Instructor Moderation and Student Engagement in Synchronous Computer Conferences. 2004(1).2 indexed citations
18.
Bonk, Curtis J.. (2002). E-Learning in College and Corporate Settings: The Present State and Beyond. EdMedia: World Conference on Educational Media and Technology. 2002(1). 182–184.2 indexed citations
Bonk, Curtis J., et al.. (1996). Five key resources for an electronic community of elementary student weather forecasters. 7(1). 93–118.8 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.