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.
Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market
2020343 citationsMarko Teräs, Juha Suoranta et al.Postdigital Science and Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Mark Curcher'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 Mark Curcher with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Curcher more than expected).
This network shows the impact of papers produced by Mark Curcher. 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 Mark Curcher. The network helps show where Mark Curcher may publish in the future.
Co-authorship network of co-authors of Mark Curcher
This figure shows the co-authorship network connecting the top 25 collaborators of Mark Curcher.
A scholar is included among the top collaborators of Mark Curcher 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 Mark Curcher. Mark Curcher is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
14 of 14 papers shown
1.
Curcher, Mark. (2022). The Pseudo Uni. Postdigital Science and Education. 5(3). 558–560.3 indexed citations
2.
Teräs, Marko, Juha Suoranta, Hanna Teräs, & Mark Curcher. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education. 2(3). 863–878.343 indexed citations breakdown →
3.
Curcher, Mark, et al.. (2020). The EdTech Trojan Horse : A Critical Narrative of the Emergency Pivot to Online Learning. Theseus (Ammattikorkeakoulujen).1 indexed citations
4.
Curcher, Mark, et al.. (2019). E-Learning in Peru: Habits and Attitudes Towards Online Distance Learning. EdMedia + Innovate Learning. 470–474.1 indexed citations
5.
Curcher, Mark, et al.. (2018). Unexpected Insights: A Collaborative Autoethnography of the Experiences of International Students on an Authentic E-Learning Distance Educational Leadership Program. EdMedia + Innovate Learning. 2023–2028.1 indexed citations
Curcher, Mark & Hanna Teräs. (2013). Authentic Education: Lessons from an Online Finnish Teacher Development Program for 21st Century Faculty.. Research Online (University of Wollongong). 2013(1). 60–65.1 indexed citations
9.
Teräs, Hanna, et al.. (2012). Out of the Comfort Zone: Promoting Growth and Change in Faculty for 21st Century Knowledge Society. Doria (University of Helsinki). 2012(1). 1260–1266.1 indexed citations
10.
Curcher, Mark. (2011). Constructing Their Learning: A Case Study of the Implementation of Social Bookmarking to Improve Student Learning and Collaboration with a Cohort of Engineering Students Learning in a Second Language Environment.. Global Learn. 2011(1). 1031–1036.1 indexed citations
Curcher, Mark. (2010). "Lear.Ning Together". A case study examining the introduction of social collaborative learning supported by technology.. Global Learn. 2010(1). 19–24.1 indexed citations
13.
Curcher, Mark. (2009). Sharing with the Shabab: A study of the implementation of social bookmarking in the delivery of an economics course for students who are learning in a second language.. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2009(1). 1197–1202.3 indexed citations
14.
Curcher, Mark, et al.. (2008). Using Blogs to Enhance Content Learning for Students Who Are Learning in a Second Language. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2008(1). 1254–1259.5 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.