Kathryn Ley

1.1k total citations
32 papers, 702 citations indexed

About

Kathryn Ley is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Kathryn Ley has authored 32 papers receiving a total of 702 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 15 papers in Developmental and Educational Psychology and 6 papers in Experimental and Cognitive Psychology. Recurrent topics in Kathryn Ley's work include Innovative Teaching and Learning Methods (14 papers), Online and Blended Learning (12 papers) and Education, Achievement, and Giftedness (5 papers). Kathryn Ley is often cited by papers focused on Innovative Teaching and Learning Methods (14 papers), Online and Blended Learning (12 papers) and Education, Achievement, and Giftedness (5 papers). Kathryn Ley collaborates with scholars based in United States. Kathryn Ley's co-authors include Dawn Young, Gary J. Anglin, Shujen L. Chang, Caroline M. Crawford, James D. Klein and Alison A. Carr and has published in prestigious journals such as Contemporary Educational Psychology, British Journal of Educational Technology and Educational Technology Research and Development.

In The Last Decade

Kathryn Ley

27 papers receiving 575 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Kathryn Ley United States	10	469	287	113	108	68	32	702
John K. Burton United States	15	388 0.8×	270 0.9×	121 1.1×	105 1.0×	51 0.8×	55	725
Jill E. Stefaniak United States	15	397 0.8×	191 0.7×	108 1.0×	138 1.3×	76 1.1×	87	733
Martin Graff United Kingdom	12	517 1.1×	287 1.0×	127 1.1×	231 2.1×	50 0.7×	26	788
Thomas F. Hawk United States	4	430 0.9×	271 0.9×	54 0.5×	84 0.8×	77 1.1×	15	724
Eva Dobozy Australia	10	540 1.2×	208 0.7×	92 0.8×	106 1.0×	117 1.7×	42	805
Mark Grabe United States	13	562 1.2×	195 0.7×	95 0.8×	101 0.9×	76 1.1×	43	767
Hermann Astleitner Austria	13	357 0.8×	226 0.8×	58 0.5×	90 0.8×	108 1.6×	50	628
Xiongyi Liu United States	13	605 1.3×	224 0.8×	83 0.7×	78 0.7×	86 1.3×	32	823
Marjaana Veermans Finland	15	389 0.8×	288 1.0×	151 1.3×	85 0.8×	92 1.4×	25	648
Yunjo An United States	16	502 1.1×	315 1.1×	185 1.6×	131 1.2×	54 0.8×	39	827

Countries citing papers authored by Kathryn Ley

Since Specialization

Citations

This map shows the geographic impact of Kathryn Ley'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 Kathryn Ley with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kathryn Ley more than expected).

Fields of papers citing papers by Kathryn Ley

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kathryn Ley. 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 Kathryn Ley. The network helps show where Kathryn Ley may publish in the future.

Co-authorship network of co-authors of Kathryn Ley

This figure shows the co-authorship network connecting the top 25 collaborators of Kathryn Ley. A scholar is included among the top collaborators of Kathryn Ley 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 Kathryn Ley. Kathryn Ley is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Ley, Kathryn, et al.. (2015). Overlooking the Obvious: How to Use Semiotics and Metaphors to Reinforce E-Learning. Participatory Educational Research. 2(3). 109–121. 2 indexed citations

Ley, Kathryn, et al.. (2014). LEARNER-VALUED INTERACTIONS: Research into Practice. The Quarterly Review of Distance Education. 15(1). 23–32. 4 indexed citations

Ley, Kathryn, et al.. (2014). Vital Signs for Instructional Design. Quarterly review of distance education. 15(2). 21–34. 3 indexed citations

Ley, Kathryn, et al.. (2008). Action Research: Effective Marketing Strategies for a Blended University Program. Online journal of distance learning administration. 11(2). 1 indexed citations

Ley, Kathryn, et al.. (2008). Motivators and Inhibitors for University Faculty in Distance and e‐learning. British Journal of Educational Technology. 40(1). 149–163. 54 indexed citations

Ley, Kathryn. (2006). Instructor Competencies: Standards for Face-to-Face, Online & Blended Settings (Rev. 3rd Ed.). The Quarterly Review of Distance Education. 7(2). 195. 2 indexed citations

Chang, Shujen L. & Kathryn Ley. (2006). A Learning Strategy to Compensate for Cognitive Overload in Online Learning: Learner Use of Printed Online Materials. 5(1). 104–117. 31 indexed citations

Ley, Kathryn, et al.. (2005). What's Driving Faculty Participation in Distance Education?. 2004(1). 3 indexed citations

Young, Dawn & Kathryn Ley. (2004). Effectiveness of POME Instructional Model. Research in the Teaching of Developmental Education. 21(1). 5. 2 indexed citations

10.

Ley, Kathryn. (2004). Motivating the Distant Leaner to be a Self-Directed Learner. Photodiagnosis and Photodynamic Therapy. 21. 316–326. 6 indexed citations

11.

Young, Dawn & Kathryn Ley. (2003). Self-Regulation Support Offered by Developmental Educators. Journal of developmental education. 27(2). 2. 12 indexed citations

12.

Ley, Kathryn & Caroline M. Crawford. (2002). Web, Web-Enhanced or 80/20: Choosing the Instructional Model that Makes Sense. Society for Information Technology & Teacher Education International Conference. 2002(1). 973–974. 1 indexed citations

13.

Ley, Kathryn & Caroline M. Crawford. (2002). University Faculty Needs and Desires: Support Model During Web-Basing and Web-Enhancing Courses. Society for Information Technology & Teacher Education International Conference. 2002(1). 971–972. 1 indexed citations

14.

Young, Dawn & Kathryn Ley. (2001). Mathematics Self-Efficacy Performance Discrepancies of Underprepared (Developmental) and Regular Admission College Students. Academic exchange quarterly. 5(2). 167. 1 indexed citations

15.

Ley, Kathryn. (1999). Providing feedback to distant students. Campus-Wide Information Systems. 16(2). 63–69. 15 indexed citations

16.

Ley, Kathryn & Dawn Young. (1998). Motivation in Developmental and Regular Admission Students.. Research in the Teaching of Developmental Education. 14(2). 29–36. 10 indexed citations

17.

Young, Dawn & Kathryn Ley. (1997). Cognitive Style in Developmental and Regular Admission College Students.. Research in the Teaching of Developmental Education. 13(2). 45–54. 2 indexed citations

18.

Young, Dawn & Kathryn Ley. (1997). Cognitive Skills in Developmental and Regularly Admitted College Students.. 2(2). 43–57. 1 indexed citations

19.

Ley, Kathryn. (1997). Facing NCATE review or just looking for technology standards?. TechTrends. 42(4). 41–42. 4 indexed citations

20.

Ley, Kathryn, et al.. (1992). Local Needs Assessment for Workplace Literacy Programs. Adult Learning. 3(8). 15–16.

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.

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