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.
Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media
Countries citing papers authored by Michael M. Grant
Since
Specialization
Citations
This map shows the geographic impact of Michael M. Grant'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 M. Grant with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael M. Grant more than expected).
Fields of papers citing papers by Michael M. Grant
This network shows the impact of papers produced by Michael M. Grant. 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 M. Grant. The network helps show where Michael M. Grant may publish in the future.
Co-authorship network of co-authors of Michael M. Grant
This figure shows the co-authorship network connecting the top 25 collaborators of Michael M. Grant.
A scholar is included among the top collaborators of Michael M. Grant 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 M. Grant. Michael M. Grant is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hodges, Charles B., Patrick R. Lowenthal, & Michael M. Grant. (2016). Teacher Professional Development in the Digital Age:Design Considerations for MOOCs for Teachers. Society for Information Technology & Teacher Education International Conference. 2016(1). 2075–2081.13 indexed citations
5.
Hodges, Charles B. & Michael M. Grant. (2015). Theories to Support You: Purposeful Use of Learning Management System Features. Global Learn. 2015(1). 481–486.3 indexed citations
6.
Hodges, Charles B., Michael M. Grant, & Drew Polly. (2013). Beyond One-Shot Workshops: Three Approaches to STEM Teacher Professional Development. Society for Information Technology & Teacher Education International Conference. 2013(1). 4795–4800.1 indexed citations
7.
Cheon, Jongpil & Michael M. Grant. (2012). Examining the relationships of different cognitive load types related to user interface in web-based instruction. The Journal of Interactive Learning Research. 23(1). 29–55.8 indexed citations
Cheon, Jongpil & Michael M. Grant. (2009). Are Pretty Interfaces Worth the Time? The Effects of User Interface Types on Web-Based Instruction. The Journal of Interactive Learning Research. 20(1). 5–33.8 indexed citations
10.
Cheon, Jongpil & Michael M. Grant. (2008). A cognitive load approach to metaphorical interface design: Reconsidering theoretical frameworks. Society for Information Technology & Teacher Education International Conference. 2008(1). 1054–1059.3 indexed citations
Grant, Michael M. & Jongpil Cheon. (2007). The Value of Using Synchronous Conferencing for Instruction and Students.. 6(3). 211–226.27 indexed citations
14.
Gilbert, Juan E., et al.. (2006). City Stroll: Hip Hop+Animation+Algebra = Fun+Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 536–542.
15.
Grant, Michael M. & Robert Maribe Branch. (2005). Project-Based Learning In a Middle School. Journal of Research on Technology in Education. 38(1). 65–98.69 indexed citations
16.
Inan, Fethi A. & Michael M. Grant. (2004). Applications of Adaptive Technologies in Online Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 2701–2706.2 indexed citations
17.
Grant, Michael M., et al.. (2004). A Modified Laptop Program: Putting the Carts in the Classrooms.. 2004(1).
18.
Grant, Michael M.. (2003). Finding Your Place in a Student-Centered Classroom as a Teacher-Facilitator. The Agricultural education magazine. 76(2). 18.2 indexed citations
19.
Hill, Janette R., et al.. (2003). Portable Technologies in Teaching and Learning: An On-Going Evaluation. EdMedia: World Conference on Educational Media and Technology. 2003(1). 1719–1722.1 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.