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.
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample
2008676 citationsJennifer Richardson, Karen Swan et al.profile →
Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses
This map shows the geographic impact of Karen Swan'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 Karen Swan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Karen Swan more than expected).
This network shows the impact of papers produced by Karen Swan. 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 Karen Swan. The network helps show where Karen Swan may publish in the future.
Co-authorship network of co-authors of Karen Swan
This figure shows the co-authorship network connecting the top 25 collaborators of Karen Swan.
A scholar is included among the top collaborators of Karen Swan 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 Karen Swan. Karen Swan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Richardson, Jennifer & Karen Swan. (2019). EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION. Online Learning. 7(1).353 indexed citations breakdown →
2.
Swan, Karen, et al.. (2014). Assessing MOOC Pedagogies. EdMedia: World Conference on Educational Media and Technology. 2014(1). 1018–1026.1 indexed citations
3.
Hooft, Mark van ’t, et al.. (2012). A Cross-Curricular Approach to the Development of Data Literacy in the Middle-Grades: The Thinking with Data Project.. 7(3). 19–33.6 indexed citations
Swan, Karen. (2009). Introduction to the Special Issue on Blended Learning. 5(1). 1–3.6 indexed citations
6.
Lin, Yimei, Karen Swan, & Annette Kratcoski. (2009). Situated Learning in a Ubiquitous Computing Classroom. 1(2). 25–38.1 indexed citations
7.
Lin, Yimei, Karen Swan, & Annette Kratcoski. (2008). Scaffolding Learning through Multimedia Development. Journal of educational multimedia and hypermedia. 17(3). 363–385.
8.
Swan, Karen, Jason Schenker, & Annette Kratcoski. (2008). The Effects of the Use of Interactive Whiteboards on Student Achievement. EdMedia: World Conference on Educational Media and Technology. 2008(1). 3290–3297.33 indexed citations
9.
Swan, Karen, et al.. (2007). Shaping Online Discussion: Assessment Matters. EdMedia: World Conference on Educational Media and Technology. 2007(1). 2649–2656.22 indexed citations
10.
Swan, Karen, et al.. (2007). Highly Mobile Devices, Pedagogical Possibilities, and How Teaching Needs to Be Reconceptualized to Realize Them. Educational Technology archive. 47(3). 10–12.11 indexed citations
Lin, Yimei, Karen Swan, & Annette Kratcoski. (2005). Situated Collaborative Learning in Ubiquitous Computing Environments: A Case Study. Society for Information Technology & Teacher Education International Conference. 2005(1). 1474–1479.
13.
Swan, Karen. (2003). The Effectiveness of Online Learning: A Review of the Literature. EdMedia: World Conference on Educational Media and Technology. 2003(1). 2225–2232.6 indexed citations
14.
Swan, Karen, et al.. (2002). Online Learning Forum: An RPInteractive Professional Development Model. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 2035–2038.1 indexed citations
15.
Swan, Karen, et al.. (2000). BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT. World Conference on WWW and Internet. 2000(1). 800–802.11 indexed citations
16.
Richardson, Jennifer, Karen Swan, & Dianna L. Newman. (2000). Evaluating Software for the New Millenium: An Example from Project Links. EdMedia: World Conference on Educational Media and Technology. 2000(1). 1486–1487.1 indexed citations
17.
Swan, Karen, et al.. (1999). Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online. Society for Information Technology & Teacher Education International Conference. 1999(1). 278–283.8 indexed citations
18.
Swan, Karen, et al.. (1999). Diffusion, Technology Planning, Professional Development, for In-Service K-12 School Teachers. Society for Information Technology & Teacher Education International Conference. 1999(1). 617–622.1 indexed citations
Swan, Karen. (1994). History, Hypermedia, and Criss-Crossed Landscapes.. Journal of educational multimedia and hypermedia. 3(2).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.