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.
Constructivism and computer‐mediated communication in distance education
1995676 citationsDavid H. Jonassen, Mark E. Davidson et al.American Journal of Distance 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 Mauri Collins'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 Mauri Collins with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mauri Collins more than expected).
This network shows the impact of papers produced by Mauri Collins. 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 Mauri Collins. The network helps show where Mauri Collins may publish in the future.
Co-authorship network of co-authors of Mauri Collins
This figure shows the co-authorship network connecting the top 25 collaborators of Mauri Collins.
A scholar is included among the top collaborators of Mauri Collins 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 Mauri Collins. Mauri Collins is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
15 of 15 papers shown
1.
Berge, Zane L. & Mauri Collins. (2008). Instructor’s Changing Roles in Multi-User Virtual Environments. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2008(1). 1478–1480.3 indexed citations
2.
Collins, Mauri, et al.. (2008). Immersive Learning and Role Plays in Second Life. Society for Information Technology & Teacher Education International Conference. 2008(1). 2628–2632.2 indexed citations
Ehrmann, Stephen C. & Mauri Collins. (2001). Emerging Models of Online Collaborative Learning: Can Distance Enhance Quality?.. Educational Technology archive. 41(5). 34–38.8 indexed citations
Jonassen, David H., et al.. (1995). Constructivism and computer‐mediated communication in distance education. American Journal of Distance Education. 9(2). 7–26.676 indexed citations breakdown →
Collins, Mauri & Zane L. Berge. (1994). Professional and Technical Moonlighters. Maryland Shared Open Access Repository (USMAI Consortium).2 indexed citations
Collins, Mauri, et al.. (1989). A comparison of the effects of computer-administered testing, computer-based learning and lecture approaches on learning in introductory biology course. 9(2). 77–84.2 indexed citations
15.
Fletcher, Peter & Mauri Collins. (1987). Computer-Administered Versus Written Tests--Advantages and Disadvantages. Journal of Computers in Mathematics and Science Teaching. 6(2). 38–43.4 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.