Kyle L. Peck

2.6k total citations · 1 hit paper
28 papers, 1.6k citations indexed

About

Kyle L. Peck is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Kyle L. Peck has authored 28 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Experimental and Cognitive Psychology. Recurrent topics in Kyle L. Peck's work include Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (6 papers) and Visual and Cognitive Learning Processes (3 papers). Kyle L. Peck is often cited by papers focused on Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (6 papers) and Visual and Cognitive Learning Processes (3 papers). Kyle L. Peck collaborates with scholars based in United States and Taiwan. Kyle L. Peck's co-authors include David H. Jonassen, Brent Wilson, Heather Toomey Zimmerman, Terence C. Ahern, Michael J. Hannafin, Ke Zhang, Jin Mao, Alison A. Carr, Kathryn Jablokow and Rebecca Yvonne Bayeck and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Technology and Educational Technology Research and Development.

In The Last Decade

Kyle L. Peck

25 papers receiving 1.2k citations

Hit Papers

align trajectories

What are hit papers?

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.

Learning with Technology: A Constructivist Perspective

1998 917 citations Kyle L. Peck et al. Medical Entomology and Zoology profile →

Peers

Kyle L. Peck

EDUCA

DEP

IS

CSA

SPS

Eric Zhi Feng Liu Taiwan

Ron Owston Canada

Lina Markauskaitė Australia

Buket Akkoyunlu Türkiye

Raven Wallace United States

Robert A. Reiser United States

Rosamund Sutherland United Kingdom

Gary R. Morrison United States

Dale S. Niederhauser United States

Huang‐Yao Hong Taiwan

Eric Zhi Feng Liu Taiwan

Kyle L. Peck

968 ×1.0

EDUCA

675 ×1.2

DEP

365 ×1.3

IS

313 ×1.2

CSA

225 ×1.3

SPS

Citations per year, relative to Kyle L. Peck Kyle L. Peck (= 1×) peers Eric Zhi Feng Liu

Countries citing papers authored by Kyle L. Peck

Since Specialization

Citations

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

Fields of papers citing papers by Kyle L. Peck

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kyle L. Peck. 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 Kyle L. Peck. The network helps show where Kyle L. Peck may publish in the future.

Co-authorship network of co-authors of Kyle L. Peck

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Land, Susan M., et al.. (2022). Learning Agility of Learning and Development Professionals in the Life Sciences Field During the COVID-19 Pandemic: Empirical Study. SHILAP Revista de lepidopterología. 11(1). e33360–e33360. 4 indexed citations

2.

Peck, Kyle L., et al.. (2020). Current and Future Trends in Life Sciences Training: Questionnaire Study. JMIR Medical Education. 6(1). e15877–e15877. 3 indexed citations

3.

Peck, Kyle L., et al.. (2020). Virtual reality and augmented reality: perceptions of early adopters. 2(2/3). 166–166. 2 indexed citations

4.

Wang, Charles Xiaoxue, et al.. (2020). Virtual reality and augmented reality: perceptions of early adopters. 2(2/3). 166–166.

5.

Peck, Kyle L., et al.. (2016). Badging as micro-credentialing in formal education and informal education. eSpace (Curtin University). 82–92. 5 indexed citations

6.

Zhang, Qing, et al.. (2016). Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?. Educational Technology Research and Development. 64(4). 809–837. 34 indexed citations

7.

Mao, Jin & Kyle L. Peck. (2013). Assessment Strategies, Self-Regulated Learning Skills, and Perceptions of Assessment in Online Learning. Quarterly review of distance education. 14(2). 75–95. 13 indexed citations

8.

Hitchcock, John H., et al.. (2009). A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey[R] Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region. Final Report. NCEE 2009-4068.. 6 indexed citations

9.

Peck, Kyle L., et al.. (2009). A Systems Approach to Improving Technology Use in Education. Canadian Journal of Learning and Technology. 27(1). 2 indexed citations

10.

Peck, Kyle L., et al.. (2008). Difference in time influencing creativity performance between design and management majors. International Journal of Technology and Design Education. 20(1). 77–93. 17 indexed citations

11.

Peck, Kyle L.. (1998). Ready...Fire...Aim! Toward meaningful technology standards for educators and students. TechTrends. 43(2). 47–53. 7 indexed citations

12.

Peck, Kyle L. & Alison A. Carr. (1997). Restoring Public Confidence in Schools through Systems Thinking. International Journal of Educational Reform. 6(3). 316–323. 11 indexed citations

13.

Peck, Kyle L., et al.. (1994). Why Use Technology. Educational leadership. 51(7). 11–14. 49 indexed citations

14.

Peck, Kyle L., et al.. (1992). Computer Anxiety and Different Types of Computer Courses. Journal of Educational Computing Research. 8(4). 469–478. 70 indexed citations

15.

Ahern, Terence C., et al.. (1992). The Effects of Teacher Discourse in Computer-Mediated Discussion. Journal of Educational Computing Research. 8(3). 291–309. 77 indexed citations

16.

Peck, Kyle L., et al.. (1991). Pull-Down Menus, Menu Design, and Usage Patterns in Computer-Assisted Instruction.. The Journal of Computer Based Instruction. 18(3). 93–98. 5 indexed citations

17.

Peck, Kyle L., et al.. (1991). Menu sequence, learner control, and achievement in CAI. 7(2). 95–100. 3 indexed citations

18.

Peck, Kyle L., et al.. (1990). Instructional Alternatives for At-Risk Students.. 26(5). 57. 2 indexed citations

19.

Peck, Kyle L., et al.. (1990). Media-Based Programs for At-Risk Students.. 27(1). 83. 2 indexed citations

20.

Peck, Kyle L.. (1988). The Design Development and Evaluation of Instructional Software. Medical Entomology and Zoology. 214 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.

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