Dianne Conrad

1.7k total citations
37 papers, 785 citations indexed

About

Dianne Conrad is a scholar working on Education, Social Psychology and Computer Science Applications. According to data from OpenAlex, Dianne Conrad has authored 37 papers receiving a total of 785 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 8 papers in Social Psychology and 8 papers in Computer Science Applications. Recurrent topics in Dianne Conrad's work include Higher Education Learning Practices (16 papers), Online and Blended Learning (9 papers) and Open Education and E-Learning (7 papers). Dianne Conrad is often cited by papers focused on Higher Education Learning Practices (16 papers), Online and Blended Learning (9 papers) and Open Education and E-Learning (7 papers). Dianne Conrad collaborates with scholars based in Canada, Australia and United States. Dianne Conrad's co-authors include Rory McGreal, Terry Anderson, Jennifer Roberts, Olaf Zawacki‐Richter, Melissa Bond, Yaşar Kondakçı, Paul Prinsloo, Junhong Xiao, Aras Bozkurt and Cengiz Hakan Aydın and has published in prestigious journals such as SHILAP Revista de lepidopterología, The International Review of Research in Open and Distributed Learning and Distance Education.

In The Last Decade

Dianne Conrad

31 papers receiving 644 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Dianne Conrad Canada 13 603 203 192 100 96 37 785
Najmuddin Shaik United States 8 494 0.8× 177 0.9× 216 1.1× 85 0.8× 85 0.9× 12 715
Selma Vonderwell United States 8 815 1.4× 214 1.1× 352 1.8× 103 1.0× 144 1.5× 12 982
Myung Hwa Koh United States 4 636 1.1× 181 0.9× 200 1.0× 106 1.1× 129 1.3× 4 801
Jieun Lim United States 11 474 0.8× 216 1.1× 201 1.0× 86 0.9× 123 1.3× 36 677
Ernise Singleton United States 3 589 1.0× 172 0.8× 168 0.9× 95 0.9× 117 1.2× 3 739
Hope Jordan United States 2 495 0.8× 149 0.7× 179 0.9× 40 0.4× 82 0.9× 3 615
Michael F. Beaudoin United States 9 460 0.8× 117 0.6× 169 0.9× 70 0.7× 62 0.6× 27 605
Christine Steeples United Kingdom 11 560 0.9× 178 0.9× 283 1.5× 81 0.8× 108 1.1× 17 726
Michele A. Parker United States 13 436 0.7× 83 0.4× 90 0.5× 79 0.8× 81 0.8× 36 618
Philip Ice United States 7 1.0k 1.7× 433 2.1× 632 3.3× 123 1.2× 99 1.0× 10 1.2k

Countries citing papers authored by Dianne Conrad

Since Specialization
Citations

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

Fields of papers citing papers by Dianne Conrad

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Dianne Conrad

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

All Works

20 of 20 papers shown
1.
Conrad, Dianne, et al.. (2024). Exploring the Relationship of Mentoring to Learning in RPL Practice. Canadian Journal for the Study of Adult Education. 23(1). 1–22.
2.
Kesten, Karen, et al.. (2024). Leveraging Doctor of Nursing Practice Scholarship to Meet Organizational Leaders’ Expectations. PubMed. 17(2). 68–76. 2 indexed citations
3.
Kesten, Karen, et al.. (2023). Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships. Journal of Professional Nursing. 48. 112–118. 5 indexed citations
4.
Marín, Victoria I., Olaf Zawacki‐Richter, Cengiz Hakan Aydın, et al.. (2022). Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis. Research and Practice in Technology Enhanced Learning. 17(1). 11–11. 20 indexed citations
5.
Conrad, Dianne. (2019). UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES. Online Learning. 8(2). 36 indexed citations
6.
Conrad, Dianne. (2013). Pondering Change and the Relationship of Prior Learning Assessment to MOOCs and Knowledge in Higher Education. 2(1). 4 indexed citations
7.
Conrad, Dianne. (2011). The landscape of prior learning assessment: A sampling from a diverse field. The International Review of Research in Open and Distributed Learning. 12(1). 3 indexed citations
8.
Conrad, Dianne. (2011). The role of language in portfolio learning. The International Review of Research in Open and Distributed Learning. 12(1). 109–109. 3 indexed citations
9.
Conrad, Dianne. (2010). Achieving flexible learning through recognition of prior learning practice: a case‐study lament of the Canadian academy. Open Learning The Journal of Open Distance and e-Learning. 25(2). 153–161. 5 indexed citations
10.
Conrad, Dianne. (2008). Building Knowledge Through Portfolio Learning in Prior Learning Assessment and Recognition. Quarterly review of distance education. 9(2). 139–150. 17 indexed citations
11.
Conrad, Dianne. (2008). Qualification Systems: Bridges to Lifelong Learning. Canadian Journal of University Continuing Education. 34(2). 2 indexed citations
12.
Conrad, Dianne. (2007). BOOK REVIEWS AND REFLECTIONS. Distance Education. 28(1). 111–116. 2 indexed citations
13.
Conrad, Dianne. (2006). Transforming e-Knowledge: A Revolution in the Sharing of Knowledge. Canadian Journal of University Continuing Education. 32(1). 1 indexed citations
14.
Conrad, Dianne. (2005). Building and Maintaining Community in Cohort-Based Online Learning. International journal of e-learning & distance education. 20(1). 1–20. 128 indexed citations
15.
Kanuka, Heather & Dianne Conrad. (2003). The Name of the Game. Quarterly review of distance education. 4(4). 385–393.
16.
Conrad, Dianne. (2003). Stop the E-train! A plea for the thoughtful use of language in computer-conferenced contexts. Open Learning The Journal of Open Distance and e-Learning. 18(3). 261–269. 2 indexed citations
17.
Conrad, Dianne. (2002). Deep in the Hearts of Learners: Insights into the Nature of Online Community. International journal of e-learning & distance education. 17(1). 1–19. 127 indexed citations
18.
Conrad, Dianne. (2002). Community, social presence and engagement in online learning. Internet Archive (Internet Archive). 1–166. 11 indexed citations
19.
Conrad, Dianne. (2001). When Good Courses Go Bad: The Anguish of Online Dysfunctionality. EdMedia: World Conference on Educational Media and Technology. 2001(1). 322–323. 1 indexed citations
20.
Conrad, Dianne. (1996). Diversity and Motivation: Culturally Responsive Teaching. Canadian Journal of University Continuing Education. 22(2). 56 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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