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.
Digital transformation in education: Critical components for leaders of system change
This map shows the geographic impact of Dorit Maor'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 Dorit Maor with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dorit Maor more than expected).
This network shows the impact of papers produced by Dorit Maor. 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 Dorit Maor. The network helps show where Dorit Maor may publish in the future.
Co-authorship network of co-authors of Dorit Maor
This figure shows the co-authorship network connecting the top 25 collaborators of Dorit Maor.
A scholar is included among the top collaborators of Dorit Maor 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 Dorit Maor. Dorit Maor 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.
Maor, Dorit, et al.. (2016). ePortfolio-Based Learning Environments: Recommendations for Effective Scaffolding of Reflective Thinking in Higher Education. Educational Technology & Society. 19(4). 22–33.20 indexed citations
2.
Maor, Dorit, et al.. (2013). Scaffolding students’ reflection in an ePortfolio-based learning environment: Interaction with the technology. Murdoch Research Repository (Murdoch University).1 indexed citations
3.
Parker, Jonathan, Dorit Maor, & Jan Herrington. (2013). Authentic online learning: Aligning learner needs, pedagogy and technology. Issues in educational research. 23(2). 227–241.39 indexed citations
4.
Phillips, Rob, Dorit Maor, W. Cumming-Potvin, et al.. (2011). Learning analytics and study behaviour. ASCILITE Publications. 997–1007.2 indexed citations
5.
Maor, Dorit & Simone Volet. (2007). Engagement in Professional Online Learning: A Situative Analysis of Media Professionals Who Did Not Make It. International journal on e-learning. 6(1). 95–117.12 indexed citations
6.
Maor, Dorit & Simone Volet. (2004). Engagement in professional development courses offered online: A case study of media professionals who did not make it. Murdoch Research Repository (Murdoch University).
7.
Maor, Dorit, et al.. (2001). Beyond design: A new paradigm for technology education. Murdoch Research Repository (Murdoch University).2 indexed citations
8.
Maor, Dorit, et al.. (2001). Understanding the quality of students’ interactions through computer conferencing in higher education from the social constructivist perspective. Murdoch Research Repository (Murdoch University).1 indexed citations
9.
Maor, Dorit. (2001). Development and formative evaluation of a multimedia program using interpretive research methodology. Murdoch Research Repository (Murdoch University). 20(1). 75–97.4 indexed citations
10.
Fraser, Barry J. & Dorit Maor. (2000). A learning environment instrument for evaluating students' and teachers' perceptions of constructivist multimedia learning environments. Murdoch Research Repository (Murdoch University).6 indexed citations
11.
Maor, Dorit. (1999). Teacher and student reflections on interactions in an Internet based-unit. Murdoch Research Repository (Murdoch University).11 indexed citations
12.
Maor, Dorit. (1998). How does one evaluate students' participation and interaction in an Internet based unit?. Murdoch Research Repository (Murdoch University).13 indexed citations
Maor, Dorit. (1997). Professional development program to enhance teachers' understanding of the use of constructivist multi-media learning environment. Murdoch Research Repository (Murdoch University).4 indexed citations
15.
Maor, Dorit & Robert Phillips. (1996). Developing a multimedia package for teaching thinking skills. Murdoch Research Repository (Murdoch University).6 indexed citations
16.
Taylor, Peter & Dorit Maor. (1994). Constructivist approaches to teaching and learning. Murdoch Research Repository (Murdoch University).10 indexed citations
17.
Maor, Dorit, et al.. (1994). A constructivist research program. Murdoch Research Repository (Murdoch University).
18.
Maor, Dorit & Barry J. Fraser. (1994). An evaluation of an inquiry-based computer-assisted learning environment. Murdoch Research Repository (Murdoch University). 40(4). 65–70.4 indexed citations
19.
Maor, Dorit & Barry J. Fraser. (1992). The learning environment as a focus for the evaluation of inquiry-based computer classrooms. Murdoch Research Repository (Murdoch University).2 indexed citations
20.
Treagust, David F., et al.. (1988). Educational materials linking technology teaching with science education: Technology in life. Murdoch Research Repository (Murdoch University).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.