Laura R. Winer

605 total citations
33 papers, 393 citations indexed

About

Laura R. Winer is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Laura R. Winer has authored 33 papers receiving a total of 393 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 5 papers in Computer Science Applications and 5 papers in Developmental and Educational Psychology. Recurrent topics in Laura R. Winer's work include Online and Blended Learning (7 papers), Evaluation of Teaching Practices (3 papers) and Innovative Teaching and Learning Methods (3 papers). Laura R. Winer is often cited by papers focused on Online and Blended Learning (7 papers), Evaluation of Teaching Practices (3 papers) and Innovative Teaching and Learning Methods (3 papers). Laura R. Winer collaborates with scholars based in Canada, United States and Netherlands. Laura R. Winer's co-authors include Ronald Gottesman, Yvonne Steinert, Farhan Bhanji, Willem de Grave, Jeremy R. Cooperstock, Adam Finkelstein, Susan Gold, Gustavo Duque, Anthony C. Masi and Richard F. Schmid and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Resuscitation.

In The Last Decade

Laura R. Winer

30 papers receiving 349 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Laura R. Winer Canada 9 170 87 60 38 37 33 393
Gregory A. DeBourgh United States 10 271 1.6× 83 1.0× 81 1.4× 48 1.3× 41 1.1× 15 524
Elizabeth Noble United States 10 237 1.4× 67 0.8× 41 0.7× 43 1.1× 35 0.9× 25 551
Anne L. Harvey United States 11 161 0.9× 53 0.6× 31 0.5× 54 1.4× 36 1.0× 26 367
Lisa Davis United States 6 179 1.1× 36 0.4× 46 0.8× 44 1.2× 18 0.5× 13 326
Heeyoung Han United States 13 208 1.2× 238 2.7× 106 1.8× 24 0.6× 39 1.1× 45 610
Kai Sostmann Germany 10 220 1.3× 187 2.1× 47 0.8× 22 0.6× 56 1.5× 18 495
Daniëlle Verstegen Netherlands 14 283 1.7× 170 2.0× 86 1.4× 94 2.5× 49 1.3× 49 579
Bobbi Shatto United States 10 148 0.9× 72 0.8× 115 1.9× 25 0.7× 51 1.4× 18 544
Christine Spratt Australia 8 197 1.2× 158 1.8× 63 1.1× 51 1.3× 48 1.3× 19 483
Jan Zottmann Germany 13 193 1.1× 135 1.6× 47 0.8× 107 2.8× 22 0.6× 29 479

Countries citing papers authored by Laura R. Winer

Since Specialization
Citations

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

Fields of papers citing papers by Laura R. Winer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Laura R. Winer. 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 Laura R. Winer. The network helps show where Laura R. Winer may publish in the future.

Co-authorship network of co-authors of Laura R. Winer

This figure shows the co-authorship network connecting the top 25 collaborators of Laura R. Winer. A scholar is included among the top collaborators of Laura R. Winer 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 Laura R. Winer. Laura R. Winer 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.
Winer, Laura R., et al.. (2025). What is the syllabus for? Revealing tensions through a scoping review of syllabus uses. The International Journal for Academic Development. 1–20.
2.
Winer, Laura R., et al.. (2023). Moving Forward After COVID-19: New Directions for Teaching and Course Design in Higher Education. SHILAP Revista de lepidopterología. 20(2). 68–85. 1 indexed citations
3.
Chevrier, Annie, et al.. (2023). Healthcare AI: A Revised Quebec Framework for Nursing Education. SHILAP Revista de lepidopterología. 9(3). 2–2. 2 indexed citations
4.
Winer, Laura R., et al.. (2017). Addressing Common Concerns about Online Student Ratings of Instruction: A Research-Informed Approach. Canadian Journal of Higher Education. 46(4). 115–131. 4 indexed citations
5.
Finkelstein, Adam, et al.. (2016). Research-Informed Principles for (Re)designing Teaching and Learning Spaces. 5(1). 26–40. 13 indexed citations
6.
Clair, Ralf St., et al.. (2015). Big hat and no cattle? The implications of MOOCs for the adult learning landscape. Canadian Journal for the Study of Adult Education. 27(3). 65–82. 16 indexed citations
7.
Bhanji, Farhan, Ronald Gottesman, Willem de Grave, Yvonne Steinert, & Laura R. Winer. (2012). The Retrospective Pre–Post: A Practical Method to Evaluate Learning from an Educational Program. Academic Emergency Medicine. 19(2). 189–194. 153 indexed citations
8.
Bhanji, Farhan, Ronald Gottesman, Willem de Grave, Yvonne Steinert, & Laura R. Winer. (2011). Paediatric resuscitation training — Do medical students believe it should be a mandatory component of the curriculum?. Resuscitation. 82(5). 584–587. 4 indexed citations
9.
Duque, Gustavo, et al.. (2006). Learning while evaluating: the use of an electronic evaluation portfolio in a geriatric medicine clerkship. BMC Medical Education. 6(1). 4–4. 38 indexed citations
10.
Winer, Laura R.. (2002). Computer-Enhanced Collaborative Drafting in Legal Education. Journal of legal education. 52(1). 1 indexed citations
11.
Winer, Laura R. & Jeremy R. Cooperstock. (2002). The “Intelligent Classroom”: changing teaching and learning with an evolving technological environment. Computers & Education. 38(1-3). 253–266. 57 indexed citations
12.
Bourdeau, Jacqueline, et al.. (2000). The Baker’s Dozen: Design Principles for Collaborative Telelearning. EdMedia: World Conference on Educational Media and Technology. 2000(1). 146–151.
13.
Winer, Laura R., et al.. (1997). Why Some Stay: A Study of Factors Contributing to Persistence in Undergraduate Physics.. McGill Journal of Education / Revue des sciences de l'éducation de McGill. 32(3). 3 indexed citations
14.
Winer, Laura R., et al.. (1995). The Potential of Repertory Grid Technique in the Assessment of Conceptual Change in Physics.. 6 indexed citations
15.
Winer, Laura R.. (1994). Enriching the Layers of Necessity Model.. 3 indexed citations
16.
Winer, Laura R., et al.. (1991). Children in an education robotics environment: experiencing discovery. 2(4). 41–53. 1 indexed citations
17.
Winer, Laura R., et al.. (1991). A qualitative information system for data management. Qualitative Sociology. 14(3). 245–262. 3 indexed citations
18.
Winer, Laura R.. (1988). Profile: Research on Computer-Based Learning Environments: The Vitrine 2001. Canadian Journal of Learning and Technology. 17(3). 1 indexed citations
19.
Winer, Laura R. & Richard F. Schmid. (1986). Using Brunerian Learning Theory with Educational Simulations to Teach Concepts. Canadian Journal of Learning and Technology. 4 indexed citations
20.
Winer, Laura R., et al.. (1983). Computers, Education and the ‘Dead Shark Syndrome’. Programmed Learning and Educational Technology. 20(2). 126–132. 4 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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