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.
Where's the evidence that active learning works?
20061.0k citationsJoel MichaelAJP Advances in Physiology Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Joel Michael'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 Joel Michael with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joel Michael more than expected).
This network shows the impact of papers produced by Joel Michael. 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 Joel Michael. The network helps show where Joel Michael may publish in the future.
Co-authorship network of co-authors of Joel Michael
This figure shows the co-authorship network connecting the top 25 collaborators of Joel Michael.
A scholar is included among the top collaborators of Joel Michael 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 Joel Michael. Joel Michael is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Evens, Martha, et al.. (2004). How Human Tutors Employ Analogy To Facilitate Understanding. eScholarship (California Digital Library). 26(26).1 indexed citations
Zhou, Yujian, Reva Freedman, Michael Glass, et al.. (1999). What Should the Tutor Do When the Student Cannot Answer a Question. The Florida AI Research Society. 187–191.20 indexed citations
13.
Zhou, Yujian, Reva Freedman, Michael Glass, et al.. (1999). Delivering hints in a dialogue-based intelligent tutoring system. National Conference on Artificial Intelligence. 128–134.28 indexed citations
14.
Michael, Joel, et al.. (1999). A Curriculum Planning Model for an Intelligent Tutoring System. The Florida AI Research Society. 197–201.11 indexed citations
15.
Evens, Martha, et al.. (1997). CIRCSIM-Tutor. 13–13.41 indexed citations
16.
Michael, Joel, et al.. (1996). The use of hints by human and computer tutors: the consequences of the tutoring protocol. International Conference of Learning Sciences. 135–142.5 indexed citations
17.
Modell, Harold & Joel Michael. (1994). Promoting active learning in the life science classroom. New York Academy of Sciences eBooks.26 indexed citations
Michael, Joel. (1983). Computers in physiology teaching: how can APS help?. PubMed. 26(5). 323–5.1 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.