This map shows the geographic impact of James Dalziel'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 James Dalziel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites James Dalziel more than expected).
This network shows the impact of papers produced by James Dalziel. 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 James Dalziel. The network helps show where James Dalziel may publish in the future.
Co-authorship network of co-authors of James Dalziel
This figure shows the co-authorship network connecting the top 25 collaborators of James Dalziel.
A scholar is included among the top collaborators of James Dalziel 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 James Dalziel. James Dalziel is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Dalziel, James, et al.. (2012). The Future of Multiple Choice Questions in Learning: Formative Assessment, Interactive Teaching Modules and Student-created Questions within WebMCQ. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).1 indexed citations
3.
Dalziel, James, et al.. (2012). WebMC: A Web-based Multiple Choice Assessment System. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).1 indexed citations
4.
Dalziel, James, et al.. (2011). Adoption of Learning Designs in Teacher Training and Medical Education: Templates versus Embedded Content.. Teaching English With Technology. 12(2). 62–73.1 indexed citations
5.
Dalziel, James. (2010). VISUALISING LEARNING DESIGN IN LAMS: A HISTORICAL VIEW. Teaching English With Technology. 11(1). 19–34.1 indexed citations
Jøsang, Audun, John W. Fabre, Brian Hay, James Dalziel, & Simon Pope. (2005). Trust requirements in identity management. 99–108.83 indexed citations
14.
Dalziel, James. (2003). Open Standards Versus Open Source in E-Learning: The easy answer may not be the best answer. The EDUCAUSE quarterly/EDUCAUSE quarterly. 26(4). 4–8.4 indexed citations
15.
Philip, Robyn & James Dalziel. (2003). Implications of COLIS for Course Development: The need for secondary usage meta-data. CDU eSpace Institutional Repository (Charles Darwin University). 1–8.3 indexed citations
16.
Dalziel, James. (2002). REFLECTIONS ON THE COLIS (COLLABORATIVE ONLINE LEARNING AND INFORMATION SYSTEMS) DEMONSTRATOR PROJECT AND THE "LEARNING OBJECT LIFECYCLE". 159–166.10 indexed citations
Burley, E., et al.. (1995). THE USE OF RESIN INJECTION TO REPAIR AN IMPACT-DAMAGED MOTORWAY BRIDGE. The Structural engineer. 82(12).
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.