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.
The use of mobile learning in PK-12 education: A systematic review
2017174 citationsHelen Crompton, Diane Burke et al.Computers & Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Kristen Gregory
Since
Specialization
Citations
This map shows the geographic impact of Kristen Gregory'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 Kristen Gregory with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kristen Gregory more than expected).
This network shows the impact of papers produced by Kristen Gregory. 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 Kristen Gregory. The network helps show where Kristen Gregory may publish in the future.
Co-authorship network of co-authors of Kristen Gregory
This figure shows the co-authorship network connecting the top 25 collaborators of Kristen Gregory.
A scholar is included among the top collaborators of Kristen Gregory 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 Kristen Gregory. Kristen Gregory is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Gregory, Kristen, et al.. (2017). Exploring Faculty Development Identity through Self-Study: Teaching Philosophies, Reflective Practice, and Critical Friendship.. 12(2). 110–124.9 indexed citations
10.
Crompton, Helen, Diane Burke, & Kristen Gregory. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education. 110. 51–63.174 indexed citations breakdown →
Gregory, Kristen, et al.. (2016). Community College Discipline Faculty Perceptions of Role as Literacy Educators.. Inquiry Critical Thinking Across the Disciplines. 21(1). 4.1 indexed citations
14.
Colwell, Jamie & Kristen Gregory. (2016). Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking to Envision Literacy in the Disciplines. ODU Digital Commons (Old Dominion University). 55(3). 62–97.4 indexed citations
Gregory, Kristen, et al.. (2016). The Power of Autobiography: Unpacking the Past, Understanding the Present, and Impacting the Future While Establishing a Community of Practice. ODU Digital Commons (Old Dominion University).3 indexed citations
17.
Gregory, Kristen & Helen Crompton. (2015). The Relationship Between Mobile Learning, Instructional Delivery, and Student Motivation in a Large Undergraduate Science Class. ODU Digital Commons (Old Dominion University).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.