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.
Blended Learning in Higher Education
2007938 citationsD. Randy Garrison, Norman Vaughanprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Norman Vaughan
Since
Specialization
Citations
This map shows the geographic impact of Norman Vaughan'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 Norman Vaughan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Norman Vaughan more than expected).
This network shows the impact of papers produced by Norman Vaughan. 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 Norman Vaughan. The network helps show where Norman Vaughan may publish in the future.
Co-authorship network of co-authors of Norman Vaughan
This figure shows the co-authorship network connecting the top 25 collaborators of Norman Vaughan.
A scholar is included among the top collaborators of Norman Vaughan 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 Norman Vaughan. Norman Vaughan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Vaughan, Norman, et al.. (2020). The Community of Inquiry Framework: Future Practical Directions - Shared Metacognition.. International journal of e-learning & distance education. 35(1).7 indexed citations
Vaughan, Norman. (2012). Blended learning: Across the disciplines, across the academy. SHILAP Revista de lepidopterología.1 indexed citations
5.
Vaughan, Norman. (2012). Investigating How Digital Technologies Can Support A Triad-Approach For Student Assessment In Higher Education. Canadian Journal of Learning and Technology. 2012(1). 815–821.
6.
Vaughan, Norman. (2012). A blended approach to Canadian First Nations education: The Sunchild e-learning community. 2012(1).2 indexed citations
7.
Vaughan, Norman, et al.. (2012). Investigating the role of mobile devices in a pre-service teacher education program. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2012(1). 822–830.2 indexed citations
Garrison, D. Randy & Norman Vaughan. (2011). Blended Learning in Higher Education (Framework, Priciples and Guidlines). SHILAP Revista de lepidopterología.1 indexed citations
10.
Vaughan, Norman, et al.. (2011). Moving to Their Own Beat: Exploring How Students Use Web 2.0 Technologies to Support Group Work outside of Class Time.. 10(3). 113–127.15 indexed citations
11.
Vaughan, Norman. (2010). Student Engagement and Web 2.0: What's the Connection?.. Education Canada. 50(2). 52–55.9 indexed citations
12.
Vaughan, Norman & Michael Power. (2009). Transnational Graduate Studies: designing the virtual seminar. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2009(1). 3207–3214.1 indexed citations
Vaughan, Norman. (2008). Supporting Deep Approaches to Learning through the Use of Wikis and Weblogs. Society for Information Technology & Teacher Education International Conference. 2008(1). 2857–2864.3 indexed citations
16.
Vaughan, Norman, et al.. (2008). The dangers of toothpicking. Emergency Medicine Journal. 25(8). 509–509.1 indexed citations
17.
Vaughan, Norman. (2007). Perspectives on Blended Learning in Higher Education. International journal on e-learning. 6(1). 81–94.362 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.