Citations per year, relative to Lesley Gardner Lesley Gardner (= 1×)
peers
Ling-Hsiu Chen
Countries citing papers authored by Lesley Gardner
Since
Specialization
Citations
This map shows the geographic impact of Lesley Gardner'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 Lesley Gardner with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lesley Gardner more than expected).
This network shows the impact of papers produced by Lesley Gardner. 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 Lesley Gardner. The network helps show where Lesley Gardner may publish in the future.
Co-authorship network of co-authors of Lesley Gardner
This figure shows the co-authorship network connecting the top 25 collaborators of Lesley Gardner.
A scholar is included among the top collaborators of Lesley Gardner 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 Lesley Gardner. Lesley Gardner 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.
Gardner, Lesley, et al.. (2020). The Role of Motivation and Strategy Use in Predicting Students’ Performance in a Blended Learning Environment. Journal of the Association for Information Systems.1 indexed citations
2.
Nguyen, Andy, Yvonne Hong, & Lesley Gardner. (2020). A Taxonomy of Digital Learning Activities for Digital Inclusion.. Journal of the Association for Information Systems.2 indexed citations
3.
Hong, Yvonne & Lesley Gardner. (2019). An Evaluation of Blended Courses: Reflections from Undergraduates. Journal of the Association for Information Systems. 174.1 indexed citations
4.
Gardner, Lesley, et al.. (2019). Educational Technology Tools: Longitudinal Views of Students. Journal of the Association for Information Systems.
5.
Nguyen, Andy, et al.. (2019). Towards Ontology-Based Design Science Research for Knowledge Accumulation and Evolution. Journal of the Association for Information Systems.1 indexed citations
6.
Chua, Cecil Eng Huang, et al.. (2018). A TEST OF A COMPUTER-ADAPTIVE SURVEY USING ONLINE REVIEWS. Journal of the Association for Information Systems. 18.1 indexed citations
7.
Gardner, Lesley, et al.. (2018). Longitudinal Analysis of Reciprocal Relationships between Digital Literacy and Self-Regulated Learning within Personal Learning Environments. Journal of the Association for Information Systems. 157.2 indexed citations
8.
Gardner, Lesley, et al.. (2018). Students’ perceptions of using technology in flipped classrooms environment. EdMedia + Innovate Learning. 190–199.1 indexed citations
9.
Gardner, Lesley, et al.. (2018). Digital Literacy and Self-Regulated Learning: Testing Reciprocal Relationships with Longitudinal Data. Americas Conference on Information Systems.2 indexed citations
10.
Gardner, Lesley, et al.. (2018). Rules Governing the Use of Personal Learning Environments for Self-regulated Learning: an Activity Theory Approach.. Journal of the Association for Information Systems. 20.3 indexed citations
11.
Gardner, Lesley, et al.. (2017). Computer-Adaptive Surveys (CAS) as a Means of Answering Questions of Why. Journal of the Association for Information Systems. 57.1 indexed citations
12.
Gardner, Lesley, et al.. (2016). Investigating the Interrelationship between Undergraduates’ Digital Literacy and Self-Regulated Learning Skills. International Conference on Information Systems.13 indexed citations
13.
Gardner, Lesley, et al.. (2016). Curriculum mapping: An automated solution. ResearchSpace (University of Auckland). 2016(1). 325–330.1 indexed citations
14.
Gardner, Lesley, et al.. (2014). Perceptions of ICT: An Exploration of Gender Differences. EdMedia: World Conference on Educational Media and Technology. 2014(1). 120–129.2 indexed citations
15.
Hong, Yvonne & Lesley Gardner. (2014). Facebook Groups: Perception and Usage among Undergraduates in the Context of Learning. Journal of the Association for Information Systems.5 indexed citations
16.
McKenna, Brad, Lesley Gardner, & Michael Myers. (2012). The co-evolution of the “social” and the “technology": a netnographic study of Social movements in virtual worlds. UEA Digital Repository (University of East Anglia). 1–12.5 indexed citations
17.
Gardner, Lesley, et al.. (2012). From Cellulose to Software: The Evolution of a Marking System. ResearchSpace (University of Auckland). 2012(1). 454–461.1 indexed citations
18.
White, David, et al.. (2002). Cecil: the first web-based LMS.. 603–611.2 indexed citations
19.
Gardner, Lesley, et al.. (2000). Cecil: An Enterprise Wide and Beyond Education Delivery System. Enticing the End-User – Reflections from Auckland, New Zealand.. World Conference on WWW and Internet. 2000(1). 199–204.
20.
Gardner, Lesley, Ray J. Paul, & Nandish V. Patel. (1995). Moving beyond the fixed point theorem with tailorable IS.. European Conference on Information Systems. 183–192.3 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.