Citations per year, relative to Garry Hoban Garry Hoban (= 1×)
peers
Seth A. Parsons
Countries citing papers authored by Garry Hoban
Since
Specialization
Citations
This map shows the geographic impact of Garry Hoban'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 Garry Hoban with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Garry Hoban more than expected).
This network shows the impact of papers produced by Garry Hoban. 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 Garry Hoban. The network helps show where Garry Hoban may publish in the future.
Co-authorship network of co-authors of Garry Hoban
This figure shows the co-authorship network connecting the top 25 collaborators of Garry Hoban.
A scholar is included among the top collaborators of Garry Hoban 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 Garry Hoban. Garry Hoban 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.
Hoban, Garry, et al.. (2013). Explaining and Communicating Science Using Student-Created Blended Media.. Research Online (University of Wollongong). 59(1). 32–35.13 indexed citations
2.
Hoban, Garry & Wendy Nielsen. (2013). Learning, explaining and communicating science with student-created blended media. Research Online (University of Wollongong). 148.2 indexed citations
3.
Loughran, Jeffrey John, Amanda Berry, Rebecca Cooper, Stephen Keast, & Garry Hoban. (2012). Preservice teachers learning about teaching for conceptual change through slowmation. RMIT Research Repository (RMIT University Library).5 indexed citations
4.
Hoban, Garry. (2010). "DATA DUMPING, AFTER THE TEST YOU FORGET IT ALL": SEEKING DEEP APPROACHES TO SCIENCE LEARNING WITH SLOWMATION (STUDENT-GENERATED ANIMATIONS). Research Online (University of Wollongong). 16. 2.3 indexed citations
5.
Hoban, Garry, et al.. (2010). Articulating constructionism: Learning science though designing and making "slowmations" (student- generated animations). 2010(1). 433–443.9 indexed citations
6.
Hoban, Garry & Wendy Nielsen. (2010). The 5 Rs: A New Teaching Approach to Encourage Slowmations (Student-Generated Animations) of Science Concepts. Research Online (University of Wollongong). 56(3). 33–38.49 indexed citations
7.
Keast, Stephen, Rebecca Cooper, Amanda Berry, John Loughran, & Garry Hoban. (2009). Using Slowmation to stimulate thinking about pedagogical intent in science teaching and learning. Figshare.3 indexed citations
Herrington, Anthony, Jan Herrington, Garry Hoban, & Doug Reid. (2009). Transfer of Online Professional Learning to Teachers' Classroom Practice.. Murdoch Research Repository (Murdoch University). 20(2). 189–213.21 indexed citations
10.
Hoban, Garry, David W. McDonald, & Brian Ferry. (2009). Improving Preservice Teachers’ Science Knowledge by Creating, Reviewing and Publishing Slowmations to Teacher Tube. Research Online (University of Wollongong). 2009(1). 3133–3140.11 indexed citations
11.
Hoban, Garry, et al.. (2009). Simplifying Animation to Encourage Preservice Teachers’ Science Learning and Teaching Using “Slowmation”. EdMedia: World Conference on Educational Media and Technology. 2009(1). 2838–2847.5 indexed citations
12.
Hoban, Garry. (2007). Using Slowmation to Engage Preservice Elementary Teachers in Understanding Science Content Knowledge. Research Online (University of Wollongong). 7(2). 75–91.52 indexed citations
13.
Hoban, Garry. (2006). Teaching Science Concepts in Higher Education Classes with Slow Motion Animation. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 1641–1646.2 indexed citations
Hoban, Garry & Anthony Herrington. (2005). Why teachers are reluctant to use new technologies: Supporting teachers' action learning within a web environment. Research Online (University of Wollongong). 2005(1). 2581–2588.7 indexed citations
Hoban, Garry. (2000). Integrating a Reflective Framework within Web-Based Templates for Student and Teacher Self-Study.. American Educational Research Association Annual Meeting. 2000(1).4 indexed citations
19.
Ferry, Brian, et al.. (2000). Using computer-mediated communication to form a knowledge-building community with beginning teachers. Educational Technology & Society. 3.14 indexed citations
20.
Hoban, Garry, et al.. (1997). Faculty Based Professional Development as an Action Learning Community.. Australian science teachers journal. 43(3). 49–54.3 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.