This map shows the geographic impact of Nigel Beacham'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 Nigel Beacham with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nigel Beacham more than expected).
This network shows the impact of papers produced by Nigel Beacham. 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 Nigel Beacham. The network helps show where Nigel Beacham may publish in the future.
Co-authorship network of co-authors of Nigel Beacham
This figure shows the co-authorship network connecting the top 25 collaborators of Nigel Beacham.
A scholar is included among the top collaborators of Nigel Beacham 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 Nigel Beacham. Nigel Beacham is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Masthoff, Judith, et al.. (2019). An appraisal of a collaboration-metric model based on text discourse. Data Archiving and Networked Services (DANS). 66–76.1 indexed citations
4.
Masthoff, Judith, et al.. (2018). Affective State for Learning Activities Selection. Aberdeen University Research Archive (Aberdeen University). 1–10.2 indexed citations
5.
Masthoff, Judith, et al.. (2018). The Effects of Learners' Verbal and Visual Cognitive Styles on Instruction Selection. Aberdeen University Research Archive (Aberdeen University).1 indexed citations
6.
Masthoff, Judith, et al.. (2018). Impact of a Learner’s Personality on the Selection of the Next Learning Activity. Aberdeen University Research Archive (Aberdeen University).1 indexed citations
7.
Beacham, Nigel & Bob Duncan. (2017). Development of a Secure Cloud Based Learning Environment for Inclusive Practice in Mainstream Education. IEEE International Conference on Cloud Computing Technology and Science. 135–138.1 indexed citations
Beacham, Nigel, et al.. (2012). Student teacher attitudes and beliefs towards using ICT as part of inclusive practice: A 2008-2009 pilot survey. Insight (University of Cumbria). 4(2).1 indexed citations
11.
Beacham, Nigel. (2011). Developing NQTs e-pedagogies for inclusion. Digital Education Resource Archive (University College London).1 indexed citations
12.
Beacham, Nigel, et al.. (2007). Computer Aided Assessment of Mathematics for Undergraduates with Specific Learning difficulties - Issues of inclusion in Policy and Practice.. International Journal for Technology in Mathematics Education. 14(1). 3–13.1 indexed citations
Alty, Jane, et al.. (2002). Media combinations and learning styles: A dual coding approach. EdMedia: World Conference on Educational Media and Technology. 2002(1). 111–116.7 indexed citations
18.
Beacham, Nigel, et al.. (2000). Implementing computer imagery and visualisation in teaching, learning and assessment. Nottingham Trent University's Institutional Repository (Nottingham Trent Repository).2 indexed citations
Barker, Philip & Nigel Beacham. (1999). Making a Case for Distributed Performance Support. EdMedia: World Conference on Educational Media and Technology. 1999(1). 311–316.1 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.