Citations per year, relative to Elizabeth Stacey Elizabeth Stacey (= 1×)
peers
Ronald A. Phipps
Countries citing papers authored by Elizabeth Stacey
Since
Specialization
Citations
This map shows the geographic impact of Elizabeth Stacey'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 Elizabeth Stacey with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elizabeth Stacey more than expected).
Fields of papers citing papers by Elizabeth Stacey
This network shows the impact of papers produced by Elizabeth Stacey. 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 Elizabeth Stacey. The network helps show where Elizabeth Stacey may publish in the future.
Co-authorship network of co-authors of Elizabeth Stacey
This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth Stacey.
A scholar is included among the top collaborators of Elizabeth Stacey 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 Elizabeth Stacey. Elizabeth Stacey is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Stacey, Elizabeth, et al.. (2008). Sustaining an Online Community of Practice: a Case Study. Deakin Research Online (Deakin University). 22(2). 43–58.26 indexed citations
Stacey, Elizabeth & Faye Wiesenberg. (2007). A Study of Face-to-Face and Online Teaching Philosophies in Canada and Australia. Deakin Research Online (Deakin University). 22(1). 19–40.26 indexed citations
7.
Stacey, Elizabeth & Philippa Gerbic. (2006). Teaching for blended learning : how is ICT impacting on distance and on campus education?. Deakin Research Online (Deakin University). 225–234.6 indexed citations
Perry, Chris, Ian Ball, & Elizabeth Stacey. (2004). Emotional intelligence and teaching situations: development of a new measure.. Issues in educational research. 14(1). 29–43.19 indexed citations
Smith, Peter J. & Elizabeth Stacey. (2003). Quality practice in computer supported collaborative learning: identifying research gaps and opportunities.. Deakin Research Online (Deakin University). 119–128.3 indexed citations
12.
Stacey, Elizabeth, et al.. (2002). Untangling the web : establishing learning links : proceedings.3 indexed citations
Stacey, Elizabeth. (2000). Learning Collaboratively in a Web based Environment.. World Conference on WWW and Internet. 2000(1). 943–944.1 indexed citations
16.
Stacey, Elizabeth, et al.. (1999). An Investigation of the Development of Dialogic Approaches to Teaching and Learning in Schools Through Interactive Television. EdMedia: World Conference on Educational Media and Technology. 1999(1). 213–218.1 indexed citations
17.
Stacey, Elizabeth. (1999). Collaborative Learning in an Online Environment. 14(2). 14–33.160 indexed citations
18.
Stacey, Elizabeth. (1998). Learning Collaboratively in a CMC Environment.. 951–960.3 indexed citations
19.
Stacey, Elizabeth. (1994). Technology Overcomes Australian Distances. T.H.E. Journal Technological Horizons in Education. 21(6). 56.1 indexed citations
20.
Stacey, Elizabeth, et al.. (1993). Telematics - implications for teacher education. 37–47.4 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.