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.
Blended learning: Uncovering its transformative potential in higher education
Countries citing papers authored by Heather Kanuka
Since
Specialization
Citations
This map shows the geographic impact of Heather Kanuka'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 Heather Kanuka with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Heather Kanuka more than expected).
This network shows the impact of papers produced by Heather Kanuka. 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 Heather Kanuka. The network helps show where Heather Kanuka may publish in the future.
Co-authorship network of co-authors of Heather Kanuka
This figure shows the co-authorship network connecting the top 25 collaborators of Heather Kanuka.
A scholar is included among the top collaborators of Heather Kanuka 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 Heather Kanuka. Heather Kanuka is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Smith, Erika E. & Heather Kanuka. (2018). Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education. International journal on teaching and learning in higher education. 30(3). 388–401.5 indexed citations
7.
Kanuka, Heather, et al.. (2013). An Inquiry into Educational Technologists' Conceptions of Their Philosophies of Teaching and Technology.. Canadian Journal of Learning and Technology. 39(2).1 indexed citations
8.
Boechler, Patricia, Sharla King, Eleni Stroulia, Mike Carbonaro, & Heather Kanuka. (2009). Using Virtual Environments for an Interprofessional Communications Skills Instructional Program for Health Science Education. EdMedia: World Conference on Educational Media and Technology. 2009(1). 4091–4096.
9.
Rourke, Liam & Heather Kanuka. (2009). Learning in Communities of Inquiry: A Review of the Literature (Winner 2009 Best Research Article Award). International journal of e-learning & distance education. 23(1). 19–48.33 indexed citations
10.
Rourke, Liam & Heather Kanuka. (2009). Learning in Communities of Inquiry: A Review of the Literature. 23(1). 19–48.187 indexed citations
Kreber, Carolin & Heather Kanuka. (2006). The scholarship of teaching and learning and the on-line classroom. Canadian Journal of University Continuing Education. 32(2). 110–130.1 indexed citations
14.
Kanuka, Heather & Dianne Conrad. (2003). The Name of the Game. Quarterly review of distance education. 4(4). 385–393.
15.
Kanuka, Heather. (2002). A Principled Approach to Facilitating Distance Education: The Internet, Higher Education and Higher Levels of Learning. International journal of e-learning & distance education. 17(2). 70–86.21 indexed citations
Kanuka, Heather. (2001). University Student Perceptions of the Use of the Web in Distance-Delivered Programs. Canadian Journal of Higher Education. 31(3). 49–71.14 indexed citations
18.
Kanuka, Heather, et al.. (1999). Applying Constructivist Learning Principles in the Virtual Classroom. EdMedia: World Conference on Educational Media and Technology. 1999(1). 434–439.9 indexed citations
19.
Szabó, Michael & Heather Kanuka. (1999). Effects of violating screen design principles of balance, unity, and focus on recall learning, study time, and completion rates. 8(1). 23–42.50 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.