Leslie Moller

733 total citations
28 papers, 411 citations indexed

About

Leslie Moller is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Leslie Moller has authored 28 papers receiving a total of 411 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 6 papers in Computer Science Applications and 6 papers in Developmental and Educational Psychology. Recurrent topics in Leslie Moller's work include Online and Blended Learning (18 papers), Online Learning and Analytics (6 papers) and Innovative Teaching and Learning Methods (5 papers). Leslie Moller is often cited by papers focused on Online and Blended Learning (18 papers), Online Learning and Analytics (6 papers) and Innovative Teaching and Learning Methods (5 papers). Leslie Moller collaborates with scholars based in United States, Russia and South Korea. Leslie Moller's co-authors include Douglas Harvey, Veronica M. Godshalk, Marty Bray, David Holder, James D. Russell and Craig I Coleman and has published in prestigious journals such as Educational Technology Research and Development, Journal of the Learning Sciences and American Journal of Distance Education.

In The Last Decade

Leslie Moller

28 papers receiving 300 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Leslie Moller United States 11 295 159 84 64 45 28 411
Michael H. Newlin United States 10 450 1.5× 196 1.2× 168 2.0× 66 1.0× 69 1.5× 11 606
Eva Mary Bures Canada 5 374 1.3× 207 1.3× 104 1.2× 52 0.8× 57 1.3× 14 455
Desirée Joosten-ten Brinke Netherlands 14 411 1.4× 150 0.9× 82 1.0× 66 1.0× 76 1.7× 40 591
Young-Ju Joo South Korea 4 248 0.8× 120 0.8× 53 0.6× 69 1.1× 80 1.8× 20 447
Okhwa Lee South Korea 11 221 0.7× 84 0.5× 36 0.4× 70 1.1× 47 1.0× 28 392
Jyh Chong Liang Taiwan 8 324 1.1× 155 1.0× 67 0.8× 45 0.7× 109 2.4× 18 510
Jos Fransen Netherlands 4 180 0.6× 206 1.3× 45 0.5× 102 1.6× 25 0.6× 12 343
Hilary Constable United Kingdom 6 453 1.5× 125 0.8× 97 1.2× 48 0.8× 82 1.8× 18 597
Keol Lim South Korea 10 229 0.8× 116 0.7× 95 1.1× 35 0.5× 98 2.2× 33 402
Rui Cheng United States 6 325 1.1× 96 0.6× 76 0.9× 39 0.6× 73 1.6× 11 484

Countries citing papers authored by Leslie Moller

Since Specialization
Citations

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

Fields of papers citing papers by Leslie Moller

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Leslie Moller

This figure shows the co-authorship network connecting the top 25 collaborators of Leslie Moller. A scholar is included among the top collaborators of Leslie Moller 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 Leslie Moller. Leslie Moller 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.
Moller, Leslie, et al.. (2012). The next generation of distance education : unconstrained learning. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 18 indexed citations
2.
Moller, Leslie, et al.. (2008). Supporting the Distant Student: The Effect of ARCS-Based Strategies on Confidence and Performance. The Quarterly Review of Distance Education. 9(2). 113–126. 20 indexed citations
3.
Moller, Leslie, et al.. (2008). Utilizing Performance Technology to Improve Evaluative Practices of Instructional Designers. Performance Improvement Quarterly. 13(1). 84–95. 5 indexed citations
4.
Moller, Leslie, et al.. (2008). Evaluation Practices of Instructional Designers and Organizational Supports and Barriers. Performance Improvement Quarterly. 9(4). 82–92. 10 indexed citations
5.
Moller, Leslie & James D. Russell. (2008). An Application of the ARCS Model Design Process and Confidence-Building Strategies. Performance Improvement Quarterly. 7(4). 54–69. 6 indexed citations
6.
Moller, Leslie, et al.. (2008). Learning and Instructional Technologies for the 21st Century. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 9 indexed citations
7.
Moller, Leslie, et al.. (2008). Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails. American Journal of Distance Education. 22(3). 159–176. 79 indexed citations
8.
Moller, Leslie, et al.. (2005). Examining the Impact of Learning Communities on Motivation. Quarterly review of distance education. 6(2). 137–143. 11 indexed citations
9.
Moller, Leslie, et al.. (2004). Building Support for Online Courses from Faculty and Students. Quarterly review of distance education. 5(4). 253–264. 12 indexed citations
10.
Holder, David & Leslie Moller. (2003). Examining the Impact of Motivation on Learning Communities. EdMedia: World Conference on Educational Media and Technology. 2003(1). 1558–1561. 2 indexed citations
11.
Moller, Leslie, et al.. (2002). Creating an Organic Knowledgebuilding Environment Within an Asynchronous Distributed Learning Context. Quarterly review of distance education. 3(1). 47–58. 4 indexed citations
12.
Moller, Leslie, et al.. (2001). Organizational Alignment Supporting Distance Education in Post-Secondary Institutions.. Online journal of distance learning administration. 4(4). 14 indexed citations
13.
Moller, Leslie, et al.. (2001). Exploiting Opportunities for Knowledge-Building in Asynchronous Distance Learning Environments. Quarterly review of distance education. 2(2). 93–104. 18 indexed citations
14.
Moller, Leslie, et al.. (2000). Identifying Factors that Effect Learning Community Development and Performance in Asynchronous Distance Education. Quarterly review of distance education. 1(4). 293–305. 14 indexed citations
15.
Moller, Leslie, et al.. (1999). Experiences of Students, Teachers, and Administrators in a Distance Education Course.. Journal on Educational Technology. 1(2). 1–13. 10 indexed citations
16.
Moller, Leslie. (1998). Designing communities of learners for asynchronous distance education. Educational Technology Research and Development. 46(4). 115–122. 117 indexed citations
17.
Moller, Leslie, et al.. (1997). A performance technology approach to improving evaluation. Performance Improvement Journal. 36(8). 10–15. 1 indexed citations
18.
Moller, Leslie, et al.. (1996). Examining the Viability of Distance Education as an Instructional Approach. The Journal of Continuing Higher Education. 44(1). 12–21. 7 indexed citations
19.
Moller, Leslie. (1993). Distance education: A practical guide By Barry Willis. Performance + Instruction. 32(5). 23–23. 1 indexed citations
20.
Moller, Leslie. (1993). The effects of confidence building strategies on learner motivation and achievement. Purdue e-Pubs (Purdue University System). 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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