This map shows the geographic impact of Erin Shaw'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 Erin Shaw with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Erin Shaw more than expected).
This network shows the impact of papers produced by Erin Shaw. 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 Erin Shaw. The network helps show where Erin Shaw may publish in the future.
Co-authorship network of co-authors of Erin Shaw
This figure shows the co-authorship network connecting the top 25 collaborators of Erin Shaw.
A scholar is included among the top collaborators of Erin Shaw 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 Erin Shaw. Erin Shaw is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kim, Jihie, et al.. (2012). Assisting Instructional Assessment of Undergraduate Collaborative Wiki and SVN Activities.. Educational Data Mining. 10–16.7 indexed citations
Kim, Jihie, et al.. (2010). Discerning Affect in Student Discussions. eScholarship (California Digital Library). 32(32).2 indexed citations
9.
Kim, Jihie & Erin Shaw. (2009). Pedagogical Discourse: Connecting Students to Past Discussions and Peer Mentors within an Online Discussion Board. Innovative Applications of Artificial Intelligence.5 indexed citations
10.
Beal, Carole R. & Erin Shaw. (2008). Working memory and math problem solving by blind middle and high school students: Implications for universal access. Society for Information Technology & Teacher Education International Conference. 2008(1). 5011–5016.9 indexed citations
11.
Kim, Jihie, et al.. (2007). An Intelligent Discussion-Bot for Guiding Student Interactions in Threaded Discussions.. National Conference on Artificial Intelligence. 66–71.8 indexed citations
Kim, Jihie, et al.. (2007). Novel Tools for Assessing Student Discussions: Modeling threads and participant roles using speech act and course topic analysis. 590–592.3 indexed citations
14.
Kim, Jihie, et al.. (2006). Towards modeling threaded discussions using induced ontology knowledge. National Conference on Artificial Intelligence. 1289–1294.15 indexed citations
Wang, Ning, et al.. (2005). The Politeness Effect: Pedagogical Agents and Learning Gains. 686–693.19 indexed citations
17.
Beal, Carole R., et al.. (2005). Enhancing ITS instruction with integrated assessments of learner mood, motivation and gender. 750–752.2 indexed citations
18.
Shaw, Erin, W. Lewis Johnson, & Rajaram Ganeshan. (1999). Pedagogical agents on the Web. 283–290.131 indexed citations
19.
Johnson, W. Lewis, et al.. (1996). Automated Management and Delivery of Distance Courseware.. WebNet.3 indexed citations
20.
Lagoze, Carl, Erin Shaw, James R. Davis, & Dean B. Krafft. (1995). Dienst: Implementation Reference Manual. eCommons (Cornell University).20 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.