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.
Evaluating E-learning systems success: An empirical study
2019765 citationsDimah Al-Fraihat, Mike Joy et al.Computers in Human Behaviorprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Jane Sinclair'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 Jane Sinclair with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jane Sinclair more than expected).
This network shows the impact of papers produced by Jane Sinclair. 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 Jane Sinclair. The network helps show where Jane Sinclair may publish in the future.
Co-authorship network of co-authors of Jane Sinclair
This figure shows the co-authorship network connecting the top 25 collaborators of Jane Sinclair.
A scholar is included among the top collaborators of Jane Sinclair 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 Jane Sinclair. Jane Sinclair is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Al-Fraihat, Dimah, Mike Joy, Ra’ed Masa’deh, & Jane Sinclair. (2019). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior. 102. 67–86.765 indexed citations breakdown →
Onah, Daniel F. O. & Jane Sinclair. (2016). Design Science MOOC: A Framework of Good Practice Pedagogy in a Novel E-Learning Platform eLDa. Warwick Research Archive Portal (University of Warwick). 504–511.2 indexed citations
12.
Onah, Daniel F. O. & Jane Sinclair. (2015). Learners expectations and motivations using content analysis in a MOOC. Warwick Research Archive Portal (University of Warwick). 2015(1). 192–201.2 indexed citations
Onah, Daniel F. O., Jane Sinclair, & Russell Boyatt. (2015). Forum Posting Habits and Attainment in a Dual-Mode MOOC. International Journal for Cross-Disciplinary Subjects in Education. 5(Special 2). 2463–2470.4 indexed citations
15.
Uden, Lorna, et al.. (2014). Learning Technology for Education in Cloud - MOOC and Big Data: Third International Workshop, LTEC 2014, Santiago, Chile, September 2-5, 2014. Springer eBooks.1 indexed citations
Nurse, Jason R. C. & Jane Sinclair. (2010). A Thorough Evaluation of the Compatibility of an E−Business Security Negotiations Support Tool. Oxford University Research Archive (ORA) (University of Oxford). 37(4).
18.
Joy, Mike, Georgina Cosma, Jane Sinclair, & Jane Yin-Kim Yau. (2009). A taxonomy of plagiarism in computer science. Warwick Research Archive Portal (University of Warwick). 3372–3379.10 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.