This map shows the geographic impact of Paul Resta'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 Paul Resta with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Paul Resta more than expected).
This network shows the impact of papers produced by Paul Resta. 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 Paul Resta. The network helps show where Paul Resta may publish in the future.
Co-authorship network of co-authors of Paul Resta
This figure shows the co-authorship network connecting the top 25 collaborators of Paul Resta.
A scholar is included among the top collaborators of Paul Resta 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 Paul Resta. Paul Resta is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Resta, Paul, et al.. (2020). Investigating Effective Teaching Practices for MOOC Instructors through a TPACK lens. EdMedia + Innovate Learning. 960–965.1 indexed citations
4.
Passey, Don, et al.. (2016). Educational Digital Technologies in Developing Countries Challenge Third Party Providers. Educational Technology & Society. 19(3). 121–133.14 indexed citations
5.
Resta, Paul, et al.. (2014). Challenges and Strategies in Designing Trans-National Learning Team Projects in Virtual Worlds. Society for Information Technology & Teacher Education International Conference. 2014(1). 403–409.3 indexed citations
6.
Resta, Paul & Miri Shonfeld. (2013). A Study of Trans-National Learning Teams in a Virtual World. Society for Information Technology & Teacher Education International Conference. 2013(1). 2932–2940.6 indexed citations
7.
Resta, Paul, et al.. (2007). The Presidential Timeline of the 20th Century. Social Education. 2008(1). 115–119.2 indexed citations
Laferrière, Thérèse & Paul Resta. (2006). IT and the Digital Divide Section. Society for Information Technology & Teacher Education International Conference. 2006(1). 1981–1986.1 indexed citations
10.
Resta, Paul, et al.. (2006). Creating a Pervasive Computing Environment in Teacher Education: Differential Experiences and Perspectives of Preservice Teachers, Faculty, and Support Staff. Society for Information Technology & Teacher Education International Conference. 1754–1759.1 indexed citations
11.
Resta, Paul, et al.. (2005). E-Learning for Teacher Development: Global Perspectives of Policy and Planning Issues. Society for Information Technology & Teacher Education International Conference. 2005(1). 1743–1746.2 indexed citations
12.
Resta, Paul, et al.. (2005). Peer Assessment and Individual Accountability in Online Collaborative Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 2355–2361.2 indexed citations
13.
Resta, Paul, et al.. (2004). Meaningful Interactions in Vital Collaborative Learning Teamwork Experiences. EdMedia: World Conference on Educational Media and Technology. 2004(1). 2547–2552.1 indexed citations
14.
Resta, Paul, et al.. (2004). Establishing a Ubiquitous Computing Environment for Teacher Preparation Students and Faculty: The University of Texas at Austin Laptop Initiative. Society for Information Technology & Teacher Education International Conference. 2005(1). 2570–2575.6 indexed citations
15.
Resta, Paul, et al.. (2004). What Virtual Museum Projects With Native American Students Reveal About Culturally Responsive Teaching. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 2315–2320.1 indexed citations
16.
Resta, Paul, et al.. (2003). Student Expectations of a Web-Based Collaborative Learning Environment. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1760–1763.1 indexed citations
17.
Resta, Paul, et al.. (2003). Peer and Self Assessment Systems for Students and Instructors in On-line Collaborative Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 2379–2381.1 indexed citations
18.
Resta, Paul, et al.. (2002). Self and Peer Assessment in an Online Collaborative Learning Environment. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 682–689.12 indexed citations
19.
Confrey, Jere, et al.. (2002). Inventing New Strategies for Integrating Technology into Education. Society for Information Technology & Teacher Education International Conference. 2002(1). 1726–1727.2 indexed citations
20.
Resta, Paul, et al.. (2001). Virtual Museums from Four Directions: An Emerging Model for School-Museum Collaboration. EdMedia: World Conference on Educational Media and Technology. 2001(1). 289–294.2 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.