This map shows the geographic impact of Michael Szabó'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 Szabó with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael Szabó more than expected).
This network shows the impact of papers produced by Michael Szabó. 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 Szabó. The network helps show where Michael Szabó may publish in the future.
Co-authorship network of co-authors of Michael Szabó
This figure shows the co-authorship network connecting the top 25 collaborators of Michael Szabó.
A scholar is included among the top collaborators of Michael Szabó 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 Szabó. Michael Szabó is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Rourke, Liam & Michael Szabó. (2002). A Content Analysis of the Journal of Distance Education 1986-2001. International journal of e-learning & distance education. 17(1). 63–74.41 indexed citations
2.
Szabó, Michael. (2002). CMI Theory and Practice: Historical Roots of Learning Managment Systems. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 929–936.37 indexed citations
3.
Szabó, Michael, et al.. (2002). Assessing and Predicting ICT Literacy in Education Undergraduates. Society for Information Technology & Teacher Education International Conference. 2002(1). 1993–1997.1 indexed citations
4.
Szabó, Michael, et al.. (2002). Assessing Information and Communication Technology Literacy of Education Undergraduates: Instrument Development. EdMedia: World Conference on Educational Media and Technology. 2002(1). 377–383.12 indexed citations
5.
Szabó, Michael. (2001). Smoothing the Transition to the Instructional Technology Age: A Change Model Based on Professional Development and Innovation. Society for Information Technology & Teacher Education International Conference. 2001(1). 2811–2816.1 indexed citations
6.
Anderson, Terry, et al.. (1999). REPORT ON A CHANGE SYSTEM: THE TRAINING, INFRASTRUCTURE AND EMPOWERMENT SYSTEM (TIES). EdMedia: World Conference on Educational Media and Technology. 1999(1). 97–102.1 indexed citations
7.
Szabó, Michael & Heather Kanuka. (1999). Effects of violating screen design principles of balance, unity, and focus on recall learning, study time, and completion rates. 8(1). 23–42.50 indexed citations
Szabó, Michael, et al.. (1995). An Experiment on Effects of Redundant Audio in Computer Based Instruction on Achievement, Attitude, and Learning Time in 10th Grade Math. 1995(1).3 indexed citations
10.
Szabó, Michael, et al.. (1995). Interactivity in Computer-Based Aural Skills Instruction: A Research Study. 1995(1).1 indexed citations
Martin, John S. & Michael Szabó. (1990). The dialogue and computer-assisted instruction in chemistry. The Journal of Computer Based Instruction. 17(2). 41–45.1 indexed citations
Szabó, Michael, et al.. (1979). Computer-Based Inquiry into Scientific Problem Solving. The Journal of Computer Based Instruction. 5(4). 79–85.1 indexed citations
16.
Szabó, Michael, et al.. (1977). Individual and Dyadic Problem Solving on a Computer Based Task as a Function of Mental Ability..1 indexed citations
Feldhusen, John F. & Michael Szabó. (1969). A Review of Developments in Computer Assisted Instruction. Educational Technology archive. 9(4). 32–40.3 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.