Jennifer Richardson
About
In The Last Decade
Jennifer Richardson
98 papers receiving 4.3k citations
Hit Papers
Peers
Comparison fields: 5 of 143
- Education 3.6k
- Developmental and Educational Psychology 1.9k
- Computer Science Applications 1.4k
- Sociology and Political Science 632
- Social Psychology 585
Countries citing papers authored by Jennifer Richardson
This map shows the geographic impact of Jennifer Richardson'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 Jennifer Richardson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jennifer Richardson more than expected).
Fields of papers citing papers by Jennifer Richardson
This network shows the impact of papers produced by Jennifer Richardson. 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 Jennifer Richardson. The network helps show where Jennifer Richardson may publish in the future.
Co-authorship network of co-authors of Jennifer Richardson
This figure shows the co-authorship network connecting the top 25 collaborators of Jennifer Richardson. A scholar is included among the top collaborators of Jennifer Richardson 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 Jennifer Richardson. Jennifer Richardson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 8 | |
| 2 | 1 | |
| 3 | 5 | |
| 4 | 4 | |
| 5 | Assessing MOOC Pedagogies | 1 |
| 6 | Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement | 7 |
| 7 | The Impact of Frequency on Achievement in Online Courses: A Study from a South Texas University. | 19 |
| 8 | Impact of Asynchronous Online Discussions: A Study of Implementation in Two Large-Enrollment Blended Courses | 1 |
| 9 | A Response to the Review of the Community of Inquiry Framework | 92 |
| 10 | Perceived Value of Online Discussions: Perceptions of Engineering and Education Students | 8 |
| 11 | The Impact of Cross-Cultural Differences on Learner Participation and Communication in Asynchronous Discussions | 3 |
| 12 | The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research | 2 |
| 13 | The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies | 2 |
| 14 | Making Connections in Teacher Education: Electronic Portfolios, Videoconferencing, and Distance Field Experiences | 1 |
| 15 | Supporting technology integration across the teacher education system | 1 |
| 16 | Virtual Field Experiences: Helping Pre-Service Teachers Learn about Diverse Classrooms through Video Conferencing Connections with K-12 Classrooms | 4 |
| 17 | The Role of Social Presence in Online Courses: How Does it Relate to Students’ Perceived Learning and Satisfaction? | 6 |
| 18 | How to Make the Most of Online Interaction | 1 |
| 19 | BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT | 11 |
| 20 | Evaluating Software for the New Millenium: An Example from Project Links | 1 |
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.