Citations per year, relative to Gráìnne Conole Gráìnne Conole (= 1×)
peers
Stefan Hrastinski
Countries citing papers authored by Gráìnne Conole
Since
Specialization
Citations
This map shows the geographic impact of Gráìnne Conole'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 Gráìnne Conole with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gráìnne Conole more than expected).
This network shows the impact of papers produced by Gráìnne Conole. 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 Gráìnne Conole. The network helps show where Gráìnne Conole may publish in the future.
Co-authorship network of co-authors of Gráìnne Conole
This figure shows the co-authorship network connecting the top 25 collaborators of Gráìnne Conole.
A scholar is included among the top collaborators of Gráìnne Conole 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 Gráìnne Conole. Gráìnne Conole is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Childs, Mark, et al.. (2015). An assessment-recognition matrix for analysing institutional practices in the recognition of open learning. Loughborough University Institutional Repository (Loughborough University). 4.3 indexed citations
4.
Rodríguez, Brenda Cecilia Padilla, et al.. (2015). Evaluation of Massive Open Online Courses (MOOCs): A Case Study. Global Learn. 2015(1). 527–535.6 indexed citations
5.
Pozzi, Francesca & Gráìnne Conole. (2014). What is the future for MOOCs in Italy. SHILAP Revista de lepidopterología. 22(3). 173–182.1 indexed citations
6.
Conole, Gráìnne. (2013). Los MOOCs como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOCs. Revista de Educación a Distancia (RED). 2(2). 16–28.17 indexed citations
Conole, Gráìnne. (2010). What Would Learning in an Open World Look Like? A Vision for the Future. Open Research Online (The Open University). 2010(1).7 indexed citations
Conole, Gráìnne, et al.. (2008). A new methodology for learning design. Open Research Online (The Open University). 2008(1). 4585–4594.4 indexed citations
Conole, Gráìnne, Eileen Scanlon, Lucinda Kerawalla, et al.. (2008). From design to narrative: the development of inquiry-based learning models.. Open Research Online (The Open University). 2008(1). 2065–2074.3 indexed citations
16.
Conole, Gráìnne, et al.. (2008). Cloudworks: Social networking for learning design. Open Research Online (The Open University). 2008(1). 187–196.15 indexed citations
Cook, John, Martin Oliver, & Gráìnne Conole. (2001). Using Educational Dialogues to Design Systems for Learning. Bristol Research (University of Bristol). 2001(1). 330–335.1 indexed citations
20.
Bailey, Philip J., et al.. (1995). Additions and corrections. Journal of the Chemical Society Dalton Transactions. 1527–1527.2 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.