Dave S. Knowlton
About
In The Last Decade
Dave S. Knowlton
39 papers receiving 473 citations
Peers
Comparison fields: 5 of 76
- Education 413
- Developmental and Educational Psychology 252
- Computer Science Applications 72
- Information Systems 60
- Social Psychology 57
Countries citing papers authored by Dave S. Knowlton
This map shows the geographic impact of Dave S. Knowlton'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 Dave S. Knowlton with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dave S. Knowlton more than expected).
Fields of papers citing papers by Dave S. Knowlton
This network shows the impact of papers produced by Dave S. Knowlton. 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 Dave S. Knowlton. The network helps show where Dave S. Knowlton may publish in the future.
Co-authorship network of co-authors of Dave S. Knowlton
This figure shows the co-authorship network connecting the top 25 collaborators of Dave S. Knowlton. A scholar is included among the top collaborators of Dave S. Knowlton 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 Dave S. Knowlton. Dave S. Knowlton is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Twitter in the Higher Education Classroom: Known Fragmentations and Needed Frameworks. | 1 |
| 2 | Students’ Journal Writing Practices and Opinions in a Music Methods Course | 1 |
| 3 | Take out the Tests, and Hide the Grades; Add the Spiritual with All Voices Raised! Professor Explications and Students' Opinions of an Unconventional Classroom Milieu. | 8 |
| 4 | I Design; Therefore I Research: Revealing DBR through Personal Narrative | 2 |
| 5 | 3 | |
| 6 | Rapid Prototyping as Method for Developing Instructional Strategies for Supporting Computer-Mediated Communication Among University Students | 4 |
| 7 | 2 | |
| 8 | Using Asynchronous Discussion to Promote Collaborative Problem Solving among Preservice Teachers in Field Experiences: Lessons Learned from Implementation | 2 |
| 9 | A Taxonomy of Learning Through Asynchronous Discussion | 33 |
| 10 | Never Mind the Prescriptions, Bring on the Descriptions: Students' Representations of Inquiry-Driven Design | 2 |
| 11 | Students' Beliefs about Summary/reaction Journals | 4 |
| 12 | Problem-based learning in the information age | 23 |
| 13 | Evaluating College Students' Efforts in Asynchronous Discussion: A Systematic Process. | 13 |
| 14 | Promoting Liberal Arts Thinking through Online Discussion: A Practical Application and Its Theoretical Basis. | 7 |
| 15 | Discussions: A Student-Centered Approach | 2 |
| 16 | The Context and Content of Online Discussions: Making Cyber-Discussions Viable for the Secondary School Curriculum | 12 |
| 17 | Principles of Effective Teaching in the Online Classroom. New Directions for Teaching and Learning. The Jossey-Bass Higher and Adult Education Series. | 27 |
| 18 | The Whys and Hows of Online Discussion. | 20 |
| 19 | Principles of effective teaching in the online classroom | 44 |
| 20 | 3 |
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.