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.
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment
2018801 citationsFlorence Martin, Doris U. BolligerOnline Learningprofile →
Here and now mobile learning: An experimental study on the use of mobile technology
Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses
2018234 citationsFlorence Martin, Chuang Wang et al.profile →
Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation
2019224 citationsFlorence Martin, Albert D. Ritzhaupt et al.profile →
Examining Faculty Perception of Their Readiness to Teach Online
2019208 citationsFlorence Martin, Kiran Budhrani et al.Online Learningprofile →
Online learner engagement: Conceptual definitions, research themes, and supportive practices
Countries citing papers authored by Florence Martin
Since
Specialization
Citations
This map shows the geographic impact of Florence Martin'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 Florence Martin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Florence Martin more than expected).
This network shows the impact of papers produced by Florence Martin. 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 Florence Martin. The network helps show where Florence Martin may publish in the future.
Co-authorship network of co-authors of Florence Martin
This figure shows the co-authorship network connecting the top 25 collaborators of Florence Martin.
A scholar is included among the top collaborators of Florence Martin 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 Florence Martin. Florence Martin is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Martin, Florence, et al.. (2020). Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence, and Motivation. International journal on teaching and learning in higher education. 32(1). 73–86.37 indexed citations
10.
Martin, Florence, et al.. (2019). Professional Development Support for the Online Instructor: Perspectives of U.S. and German Instructors. ODU Digital Commons (Old Dominion University). 22(3).8 indexed citations
11.
Martin, Florence, et al.. (2018). Middle School Students' Social Media Use.. Educational Technology & Society. 21(1). 213–224.58 indexed citations
Martin, Florence, et al.. (2014). An approach to developing Digital Visual Literacy (DVL).1 indexed citations
14.
Ritzhaupt, Albert D., et al.. (2010). Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal of educational multimedia and hypermedia. 19(4). 421–449.33 indexed citations
15.
Martin, Florence, et al.. (2009). The fourth year undergraduate student experience. eCite Digital Repository (University of Tasmania).2 indexed citations
16.
Parker, Michele A., et al.. (2009). ALIGNING NETS-T STANDARDS (NETS-T 2008) with TECHNOLOGY PRODUCTS. Society for Information Technology & Teacher Education International Conference. 2009(1). 2066–2068.
17.
Martin, Florence & James D. Klein. (2008). Effects of Objectives, Practice, and Review in Multimedia Instruction. Journal of educational multimedia and hypermedia. 17(2). 171–189.14 indexed citations
18.
Gibson, John, et al.. (2008). Digital Visual Literacy: Vital IT Skills for the Education Workforce. Society for Information Technology & Teacher Education International Conference. 2008(1). 3240–3241.
19.
Martin, Florence. (2008). Effects of Practice in a Linear and Non-Linear Web-Based Learning Environment. Educational Technology & Society. 11(4). 81–93.8 indexed citations
20.
Martin, Florence, et al.. (2003). Teaching Media Design in an Online Setting: A Needs Assessment. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1092–1099.1 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.