Meg O’Reilly

662 total citations
51 papers, 358 citations indexed

About

Meg O’Reilly is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Meg O’Reilly has authored 51 papers receiving a total of 358 indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Education, 19 papers in Computer Science Applications and 6 papers in Developmental and Educational Psychology. Recurrent topics in Meg O’Reilly's work include Open Education and E-Learning (18 papers), Online and Blended Learning (17 papers) and Reflective Practices in Education (16 papers). Meg O’Reilly is often cited by papers focused on Open Education and E-Learning (18 papers), Online and Blended Learning (17 papers) and Reflective Practices in Education (16 papers). Meg O’Reilly collaborates with scholars based in Australia, United States and New Zealand. Meg O’Reilly's co-authors include Chris Morgan, Lee Dunn, Sharon Parry, Diane Newton, Allan Ellis, Geraldine Lefoe, Robyn Philip, Kenneth E. James, Karen E. Adams and Roger Debreceny and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal of Obstetrics and Gynecology and Australasian Journal of Educational Technology.

In The Last Decade

Meg O’Reilly

40 papers receiving 254 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Meg O’Reilly Australia	8	267	69	52	37	30	51	358
Megan Yih Chyn A. Kek Australia	11	429 1.6×	32 0.5×	78 1.5×	48 1.3×	40 1.3×	29	530
Margaret Haughey Canada	10	199 0.7×	106 1.5×	61 1.2×	20 0.5×	42 1.4×	33	365
Paul Gathercoal United States	6	173 0.6×	19 0.3×	31 0.6×	17 0.5×	21 0.7×	19	246
Alice Havel Canada	10	102 0.4×	29 0.4×	35 0.7×	22 0.6×	32 1.1×	42	291
An Verburgh Belgium	11	415 1.6×	17 0.2×	97 1.9×	43 1.2×	34 1.1×	26	495
Anders Kluge Norway	9	96 0.4×	89 1.3×	87 1.7×	11 0.3×	35 1.2×	21	238
Jerrold E. Kemp United States	9	247 0.9×	36 0.5×	62 1.2×	11 0.3×	123 4.1×	16	412
Joan Benjamin Australia	4	313 1.2×	13 0.2×	23 0.4×	42 1.1×	11 0.4×	5	396
Sjef Stijnen Netherlands	10	270 1.0×	43 0.6×	164 3.2×	10 0.3×	24 0.8×	18	381
Mary Keeffe Australia	9	269 1.0×	47 0.7×	71 1.4×	12 0.3×	49 1.6×	20	380

Countries citing papers authored by Meg O’Reilly

Since Specialization

Citations

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

Fields of papers citing papers by Meg O’Reilly

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Meg O’Reilly. 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 Meg O’Reilly. The network helps show where Meg O’Reilly may publish in the future.

Co-authorship network of co-authors of Meg O’Reilly

This figure shows the co-authorship network connecting the top 25 collaborators of Meg O’Reilly. A scholar is included among the top collaborators of Meg O’Reilly 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 Meg O’Reilly. Meg O’Reilly is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

O’Reilly, Meg, et al.. (2012). From herb garden to wiki: responding to change in naturopathic education through scholarly reflection. SHILAP Revista de lepidopterología. 4 indexed citations

Boyd, William, Meg O’Reilly, Erica Wilson, et al.. (2012). “Friday is my research day”: chance, time and desire in the search for the teaching-research nexus in the life of a university teacher. Journal of University Teaching and Learning Practice. 9(2). 6 indexed citations

O’Reilly, Meg, et al.. (2010). Media supported problem-based learning and role- play in clinical nurse education. ASCILITE Publications. 1056–1057. 7 indexed citations

O’Reilly, Meg, et al.. (2010). Designing for user engagement: The ALTC Exchange for higher education. International journal on e-learning. 9(2). 251–277. 1 indexed citations

Lefoe, Geraldine, et al.. (2009). Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia. Australasian Journal of Educational Technology. 25(1). 12 indexed citations

Philip, Robyn, et al.. (2008). A peer review model for the ALTC Exchange: contributing to the landscape of shared learning and teaching resources. ePublications@SCU (Southern Cross University). 776–779. 1 indexed citations

O’Reilly, Meg & Ken Wojcikowski. (2008). Clinical diagnosis online. ASCILITE Publications. 701–710. 1 indexed citations

O’Reilly, Meg, et al.. (2008). The Carrick Exchange for Higher Education: Design Factors for User Engagement. Research Online (University of Wollongong). 2008(1). 221–230. 6 indexed citations

Philip, Robyn, et al.. (2008). A peer review model for the ALTC Exchange: The landscape of shared learning and teaching resources. QUT ePrints (Queensland University of Technology). 766–775. 4 indexed citations

10.

Philip, Robyn, et al.. (2007). ascilite Report 1 for the Carrick Exchange Project: Literature Review. QUT ePrints (Queensland University of Technology). 1 indexed citations

11.

Adams, Karen E., et al.. (2006). Effect of Balint training on resident professionalism. American Journal of Obstetrics and Gynecology. 195(5). 1431–1437. 27 indexed citations

12.

O’Reilly, Meg & Allan Ellis. (2005). Transdisciplinary Educational Design: Creating a Structured Space for Critical Reflection on E-learning Assessment Practices. EdMedia: World Conference on Educational Media and Technology. 2005(1). 4924–4931. 1 indexed citations

13.

Rimmington, Glyn, et al.. (2003). Assessment Strategies for Global Learning: I Theory. ePublications@SCU (Southern Cross University). 2003(1). 2487–2490. 2 indexed citations

14.

O’Reilly, Meg, et al.. (2003). Assessment strategies for global learning: II case studies. ePublications@SCU (Southern Cross University). 2003(1). 2491–2494.

15.

O’Reilly, Meg & Allan Ellis. (2002). In at the deep end: swapping roles through staff development online. ePublications@SCU (Southern Cross University). 485–494. 5 indexed citations

16.

O’Reilly, Meg. (2002). Improving student learning via online assessment. ePublications@SCU (Southern Cross University). 269–280. 3 indexed citations

17.

O’Reilly, Meg & Diane Newton. (2001). Why interact online if it's not assessed?. ePublications@SCU (Southern Cross University). 5(4). 70–76. 1 indexed citations

18.

Ellis, Allan & Meg O’Reilly. (2001). E-Learning at Southern Cross University: past, present and future. ePublications@SCU (Southern Cross University). 349–354. 3 indexed citations

19.

O’Reilly, Meg. (2000). ASSESSMENT OF ONLINE INTERACTION: HELPING OR HINDERING THE GOALS OF EDUCATORS AND LEARNERS?. EdMedia: World Conference on Educational Media and Technology. 2000(1). 868–873. 3 indexed citations

20.

Morgan, Chris & Meg O’Reilly. (1999). Assessing Open and Distance Learners. Open and Distance Learning Series.. 54(18). 1665–9. 1 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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