Patricia McGee

1.2k total citations
29 papers, 730 citations indexed

About

Patricia McGee is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Patricia McGee has authored 29 papers receiving a total of 730 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Computer Science Applications. Recurrent topics in Patricia McGee's work include Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (3 papers) and Open Education and E-Learning (3 papers). Patricia McGee is often cited by papers focused on Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (3 papers) and Open Education and E-Learning (3 papers). Patricia McGee collaborates with scholars based in United States, Australia and United Kingdom. Patricia McGee's co-authors include Richard M. Kriebel, Camille DiLullo, Leah E. Wickersham, Ali Jafari, Wanda B. Hedrick, Kathleen Bennett, Felecia M. Briscoe, Jody S. Frost, Helen Carey and Cam Donaldson and has published in prestigious journals such as Teaching and Teacher Education, Journal of Computer Assisted Learning and Anatomical Sciences Education.

In The Last Decade

Patricia McGee

27 papers receiving 616 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Patricia McGee United States	12	444	153	136	103	88	29	730
Diane P. Janes Canada	7	574 1.3×	105 0.7×	72 0.5×	61 0.6×	95 1.1×	12	900
Thomas Howard Morris United Kingdom	10	470 1.1×	221 1.4×	104 0.8×	104 1.0×	43 0.5×	28	876
Michele Jacobsen Canada	17	714 1.6×	171 1.1×	125 0.9×	170 1.7×	78 0.9×	102	1.2k
Wallace H. Hannum United States	14	517 1.2×	199 1.3×	125 0.9×	97 0.9×	44 0.5×	43	826
John Cowan United Kingdom	17	743 1.7×	201 1.3×	92 0.7×	60 0.6×	48 0.5×	81	1.0k
Jane Sampson Australia	6	831 1.9×	266 1.7×	118 0.9×	104 1.0×	148 1.7×	12	1.1k
Barbara J. Millis United States	12	612 1.4×	274 1.8×	73 0.5×	65 0.6×	39 0.4×	41	949
Colleen Mills Australia	6	697 1.6×	366 2.4×	88 0.6×	86 0.8×	107 1.2×	8	1.1k
Erkki Olkinuora Finland	10	761 1.7×	232 1.5×	110 0.8×	80 0.8×	56 0.6×	24	1.1k
J. D. Walker United States	14	1.0k 2.3×	155 1.0×	158 1.2×	126 1.2×	33 0.4×	25	1.2k

Countries citing papers authored by Patricia McGee

Since Specialization

Citations

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

Fields of papers citing papers by Patricia McGee

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Patricia McGee. 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 Patricia McGee. The network helps show where Patricia McGee may publish in the future.

Co-authorship network of co-authors of Patricia McGee

This figure shows the co-authorship network connecting the top 25 collaborators of Patricia McGee. A scholar is included among the top collaborators of Patricia McGee 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 Patricia McGee. Patricia McGee 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

McGee, Patricia, Gay L. Girolami, Cam Donaldson, et al.. (2025). Movement System Diagnosis: A Consensus-Based Position for Pediatric Movement Specialists. Pediatric Physical Therapy. 37(2). 257–264.

Clark, B. Ruth, et al.. (2024). Development of Domains of Competence and Competencies for Physical Therapist Education. Journal of Physical Therapy Education. 39(2). 101–109. 1 indexed citations

McGee, Patricia, et al.. (2016). Blended/Online Learner Orientations: Recommendations for Design.. International journal on e-learning. 15(2). 215–241. 2 indexed citations

McGee, Patricia. (2014). The Instructional Value of Digital Storytelling: Higher Education, Professional, and Adult Learning Settings. 20 indexed citations

McGee, Patricia. (2013). Supporting Academic Honesty in Online Courses. The Journal of Educators Online. 10(1). 51 indexed citations

DiLullo, Camille, Patricia McGee, & Richard M. Kriebel. (2011). Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education. Anatomical Sciences Education. 4(4). 214–226. 154 indexed citations

McGee, Patricia & Leah E. Wickersham. (2010). Educational technology graduate programs. EdMedia: World Conference on Educational Media and Technology. 2010(1). 2468–2477. 1 indexed citations

Wickersham, Leah E. & Patricia McGee. (2008). Perceptions of Satisfaction and Deeper Learning in an Online Course. Quarterly review of distance education. 9(1). 1–16. 45 indexed citations

McGee, Patricia, et al.. (2007). Tablet PCs and Engagement in Business Education. Academic exchange quarterly. 11(4). 172. 1 indexed citations

10.

McGee, Patricia. (2006). Learning Objects Across the Educational Landscape: Designing for Knowledge Sharing and Generation. Educational technology: The magazine for managers of change in education. 46(1). 26–31. 4 indexed citations

11.

Jafari, Ali, et al.. (2006). Managing Courses Defining Learning: What Faculty, Students, and Administrators Want.. IUScholarWorks (Indiana University). 41(4). 50–52. 48 indexed citations

12.

McGee, Patricia, et al.. (2005). Planning for the Digital Classroom and Distributed Learning: Policies and Planning for Online Instructional Resources.. Planning for higher education. 33(4). 12–24. 7 indexed citations

13.

McGee, Patricia, et al.. (2005). A Learning Object Life Cycle. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 1405–1410. 2 indexed citations

14.

McGee, Patricia, et al.. (2005). Seeking Deeper Learning within an Online Course. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 2205–2212. 4 indexed citations

15.

McGee, Patricia, et al.. (2005). Ethics and Decision‐Making in a Course Management System: instructor and learner development. 5(3). 265–284. 1 indexed citations

16.

McGee, Patricia, et al.. (2005). Course Management Systems for Learning: Beyond Accidental Pedagogy. 13 indexed citations

17.

McGee, Patricia & Felecia M. Briscoe. (2003). Discourse analysis: Power/Knowledge on an academic listserv. Journal of Information Communication and Ethics in Society. 1(3). 133–148. 1 indexed citations

18.

McGee, Patricia & Leah E. Wickersham. (2002). The WWW, ADDIE, and the ADL Guidelines. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 2667–2668. 2 indexed citations

19.

McGee, Patricia. (2002). Distance learning supports: The intentionality of pre-assessment surveys. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 1887–1890. 1 indexed citations

20.

McGee, Patricia. (2000). Persistence and Motivation. Computers in the Schools. 16(3-4). 197–211. 6 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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