Daniel C. Moos

3.2k total citations
36 papers, 2.2k citations indexed

About

Daniel C. Moos is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications. According to data from OpenAlex, Daniel C. Moos has authored 36 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Developmental and Educational Psychology, 20 papers in Education and 11 papers in Computer Science Applications. Recurrent topics in Daniel C. Moos's work include Innovative Teaching and Learning Methods (32 papers), Online and Blended Learning (18 papers) and Educational Strategies and Epistemologies (12 papers). Daniel C. Moos is often cited by papers focused on Innovative Teaching and Learning Methods (32 papers), Online and Blended Learning (18 papers) and Educational Strategies and Epistemologies (12 papers). Daniel C. Moos collaborates with scholars based in United States, Canada and Germany. Daniel C. Moos's co-authors include Roger Azevedo, Jeffrey A. Greene, Fielding I. Winters, Jennifer G. Cromley, Amber Chauncey, Amy M. Johnson, D. Bauer, Amanda L. Miller and Amy Witherspoon and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Daniel C. Moos

36 papers receiving 2.0k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Daniel C. Moos United States	22	1.6k	1.2k	564	313	271	36	2.2k
Kendall Hartley United States	19	1.2k 0.8×	1.5k 1.2×	256 0.5×	111 0.4×	240 0.9×	43	2.2k
Matthew L. Bernacki United States	26	826 0.5×	990 0.8×	631 1.1×	291 0.9×	355 1.3×	70	2.2k
Bracha Kramarski Israel	27	1.8k 1.2×	2.0k 1.6×	263 0.5×	135 0.4×	281 1.0×	61	2.8k
Ingo Kollar Germany	19	1.5k 1.0×	1.3k 1.0×	484 0.9×	186 0.6×	141 0.5×	84	2.2k
Carol A. Chapelle United States	34	1.9k 1.2×	1.4k 1.1×	216 0.4×	709 2.3×	194 0.7×	96	4.5k
Esther Care Australia	18	642 0.4×	1.2k 1.0×	247 0.4×	144 0.5×	174 0.6×	69	2.0k
Hayo Reinders Thailand	30	1.1k 0.7×	1.0k 0.8×	251 0.4×	154 0.5×	160 0.6×	131	3.0k
Ladislao Salmerón Spain	29	1.3k 0.8×	1.0k 0.8×	164 0.3×	255 0.8×	419 1.5×	98	2.5k
Gary R. Morrison United States	22	657 0.4×	1.1k 0.9×	257 0.5×	120 0.4×	256 0.9×	80	1.7k
Diane Jass Ketelhut United States	18	1.0k 0.7×	877 0.7×	486 0.9×	79 0.3×	109 0.4×	66	1.9k

Countries citing papers authored by Daniel C. Moos

Since Specialization

Citations

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

Fields of papers citing papers by Daniel C. Moos

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daniel C. Moos. 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 Daniel C. Moos. The network helps show where Daniel C. Moos may publish in the future.

Co-authorship network of co-authors of Daniel C. Moos

This figure shows the co-authorship network connecting the top 25 collaborators of Daniel C. Moos. A scholar is included among the top collaborators of Daniel C. Moos 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 Daniel C. Moos. Daniel C. Moos 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

Moos, Daniel C., et al.. (2020). Intense-laser-driven electron dynamics and high-order harmonic generation in solids including topological effects. Physical review. A. 102(5). 12 indexed citations

Moos, Daniel C., et al.. (2015). Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos. Technology Knowledge and Learning. 21(2). 225–242. 79 indexed citations

Moos, Daniel C.. (2014). The Role of Personal Beliefs in the Evaluation of Pre-service Teachers’ Lesson Plans – A Single Case Study. British Journal of Education Society & Behavioural Science. 4(6). 768–783. 3 indexed citations

Moos, Daniel C.. (2013). Examining hypermedia learning: The role of cognitive load and self-regulated learning. Journal of educational multimedia and hypermedia. 22(1). 39–61. 17 indexed citations

Moos, Daniel C., et al.. (2011). Adventure Learning. Journal of Research on Technology in Education. 43(3). 231–252. 27 indexed citations

Greene, Jeffrey A., Daniel C. Moos, & Roger Azevedo. (2011). Self‐regulation of learning with computer‐based learning environments. New Directions for Teaching and Learning. 2011(126). 107–115. 54 indexed citations

Moos, Daniel C.. (2010). Self-Regulated Learning with Hypermedia: Too Much of a Good Thing?.. Journal of educational multimedia and hypermedia. 19(1). 59–77. 8 indexed citations

Azevedo, Roger, Amber Chauncey, Amy M. Johnson, & Daniel C. Moos. (2010). The measurement of cognitive and metacognitive control processes during the study with the hypermedia. SHILAP Revista de lepidopterología. 18(1). 4–4. 3 indexed citations

Azevedo, Roger, Daniel C. Moos, Amy M. Johnson, & Amber Chauncey. (2010). Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist. 45(4). 210–223. 210 indexed citations

10.

Moos, Daniel C.. (2010). Nonlinear technology: Changing the conception of extrinsic motivation?. Computers & Education. 55(4). 1640–1650. 7 indexed citations

11.

Azevedo, Roger, Daniel C. Moos, Amy Witherspoon, & Amber Chauncey. (2009). Issues in the measurement of cognitive and metacognitive regulatory processes used during hypermedia learning. National Conference on Artificial Intelligence. 8–13. 5 indexed citations

12.

Moos, Daniel C.. (2009). Note-taking while learning hypermedia: Cognitive and motivational considerations. Computers in Human Behavior. 25(5). 1120–1128. 39 indexed citations

13.

Moos, Daniel C. & Roger Azevedo. (2007). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior. 24(4). 1686–1706. 91 indexed citations

14.

Azevedo, Roger, Jeffrey A. Greene, & Daniel C. Moos. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning. 2(2-3). 67–87. 70 indexed citations

15.

Witherspoon, Amy, et al.. (2007). The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes. 179–186. 8 indexed citations

16.

Azevedo, Roger, Daniel C. Moos, Jeffrey A. Greene, Fielding I. Winters, & Jennifer G. Cromley. (2007). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development. 56(1). 45–72. 254 indexed citations

17.

Moos, Daniel C. & Roger Azevedo. (2007). Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia. Instructional Science. 36(3). 203–231. 60 indexed citations

18.

Moos, Daniel C. & Roger Azevedo. (2006). The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks. Journal of educational multimedia and hypermedia. 15(1). 49–86. 45 indexed citations

19.

Azevedo, Roger, et al.. (2006). Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia?. 16–22. 1 indexed citations

20.

Azevedo, Roger, Fielding I. Winters, & Daniel C. Moos. (2004). Can students collaboratively use hypermedia to learn about science?: the dynamics of self- and other-regulatory processes in the classroom. 50–57. 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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