Michael G. Strawser

407 total citations
42 papers, 242 citations indexed

About

Michael G. Strawser is a scholar working on Education, Social Psychology and Philosophy. According to data from OpenAlex, Michael G. Strawser has authored 42 papers receiving a total of 242 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Social Psychology and 8 papers in Philosophy. Recurrent topics in Michael G. Strawser's work include Communication in Education and Healthcare (11 papers), Online and Blended Learning (8 papers) and Evaluation of Teaching Practices (5 papers). Michael G. Strawser is often cited by papers focused on Communication in Education and Healthcare (11 papers), Online and Blended Learning (8 papers) and Evaluation of Teaching Practices (5 papers). Michael G. Strawser collaborates with scholars based in United States, Ireland and Sweden. Michael G. Strawser's co-authors include Deanna D. Sellnow, Ann Neville Miller, Brandi N. Frisby, Marjorie M. Buckner, Bridget Rubenking, Lindsay Neuberger, Stephanie A. Smith, Amy L. Housley Gaffney and Graham Ellis and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Human-Computer Interaction and Communication Education.

In The Last Decade

Michael G. Strawser

34 papers receiving 221 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Michael G. Strawser United States	6	157	93	37	34	26	42	242
Kerstin Göbel Germany	8	179 1.1×	41 0.4×	60 1.6×	48 1.4×	28 1.1×	36	300
Shahab Moradkhani Iran	11	296 1.9×	64 0.7×	24 0.6×	70 2.1×	59 2.3×	31	419
Ruth Wong Hong Kong	10	162 1.0×	53 0.6×	43 1.2×	61 1.8×	82 3.2×	35	353
Melissa Ng Lee Yen Abdullah Malaysia	11	160 1.0×	31 0.3×	24 0.6×	27 0.8×	42 1.6×	38	250
Nina B. Eduljee United States	9	140 0.9×	46 0.5×	34 0.9×	38 1.1×	34 1.3×	16	252
Hugo González González Spain	10	187 1.2×	44 0.5×	44 1.2×	81 2.4×	22 0.8×	24	333
Adena Young-Jones United States	6	144 0.9×	106 1.1×	30 0.8×	18 0.5×	18 0.7×	10	278
Jongho Shin South Korea	10	147 0.9×	74 0.8×	39 1.1×	28 0.8×	31 1.2×	26	281
Zeinab Azizi Iran	9	152 1.0×	69 0.7×	29 0.8×	45 1.3×	68 2.6×	24	259
Mike Yough United States	10	182 1.2×	83 0.9×	24 0.6×	17 0.5×	50 1.9×	22	292

Countries citing papers authored by Michael G. Strawser

Since Specialization

Citations

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

Fields of papers citing papers by Michael G. Strawser

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael G. Strawser. 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 Michael G. Strawser. The network helps show where Michael G. Strawser may publish in the future.

Co-authorship network of co-authors of Michael G. Strawser

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

All Works

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20 of 20 papers shown

Rubenking, Bridget & Michael G. Strawser. (2023). Learning from a live stream: Differences in motivations, psychological needs, perceived learning, and information behaviors across live streaming and nonlive social media video viewing.. 4(3). 295–305. 2 indexed citations

Sellnow, Deanna D., Michael G. Strawser, & Ann Neville Miller. (2022). Navigating the course integrity/compassionate care dialectic in online teaching and learning. Communication Education. 71(2). 158–160. 5 indexed citations

Ellis, Graham, et al.. (2019). Digging into Difficult Topics: Cultivating Community within the Classroom.. The journal of faculty development. 33(2). 25–30.

Strawser, Michael G., et al.. (2019). Creating Opportunities and Easing Transitions: Best Practices for the Communication Capstone Course. 75(1). 62–71.

Strawser, Michael G., et al.. (2019). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher. 34(3). 248–263. 32 indexed citations

Strawser, Michael G. & Deanna D. Sellnow. (2019). Problem-solvers in the academy and beyond. Communication Education. 68(4). 475–480. 3 indexed citations

Strawser, Michael G., et al.. (2018). When Did 'Sage on the Stage' Become 'Weaned to the Screen'?: Instructional Implications of the "New" Digital Divide.. The journal of faculty development. 32(3). 55–57.

Strawser, Michael G., et al.. (2018). Implementing Innovation: An Exploration of a Learning Management System Transition. The journal of faculty development. 32(2). 37–43. 4 indexed citations

Strawser, Michael G., et al.. (2017). A Blended Basic Course Examination of Communication Apprehension and Self-Efficacy: A Comparative Analysis. Basic communication course annual. 29(1). 6. 2 indexed citations

10.

Strawser, Michael G., et al.. (2017). Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course. The journal of faculty development. 31(1). 25–34. 2 indexed citations

11.

Strawser, Michael G., et al.. (2017). Adapting the Basic Communication Course for a Globally and Technologically Mediated 21st-Century Context. Basic communication course annual. 29(1). 9. 1 indexed citations

12.

Strawser, Michael G., et al.. (2017). Addressing the Leadership Crisis through Servant-Infused Pedagogy in the College Classroom. The Journal of Communication and Religion. 40(2). 43–60. 1 indexed citations

13.

Strawser, Michael G., et al.. (2017). The Communication Center as a Transcendent Physical and Virtual Space. 3(1). 61–77. 1 indexed citations

14.

Strawser, Michael G., et al.. (2016). Communication Education and International Audiences: Reflections on Instructional Challenges and Pedagogical Strategy. Journal of International Students. 6(2). 632–343. 7 indexed citations

15.

Buckner, Marjorie M. & Michael G. Strawser. (2016). “Me”llennials and the paralysis of choice: reigniting the purpose of higher education. Communication Education. 65(3). 361–363. 14 indexed citations

16.

Strawser, Michael G.. (2015). Assessing Assessment: Toward a Hermeneutic-Phenomenological Perspective. SHILAP Revista de lepidopterología. 1 indexed citations

17.

Strawser, Michael G.. (2014). Kierkegaard and the Phenomenology of Selfhood. International Philosophical Quarterly. 54(1). 59–74.

18.

Strawser, Michael G.. (2007). The Ethics of Love in Spinoza and Kierkegaard and the Teleological Suspension of the Theological. Philosophy Today. 51(4). 438–446. 2 indexed citations

19.

Strawser, Michael G.. (2005). Creating Philosophy. Teaching Philosophy. 28(2). 115–134. 1 indexed citations

20.

Strawser, Michael G.. (1995). The indirectness of Kierkegaard's signed writings. International Journal of Philosophical Studies. 3(1). 73–90. 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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