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.
Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
202460 citationsPetrea Redmond, Peter Albion et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Peter Albion'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 Peter Albion with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Albion more than expected).
This network shows the impact of papers produced by Peter Albion. 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 Peter Albion. The network helps show where Peter Albion may publish in the future.
Co-authorship network of co-authors of Peter Albion
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Albion.
A scholar is included among the top collaborators of Peter Albion 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 Peter Albion. Peter Albion 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.
Wu, Ting & Peter Albion. (2019). Investigating remote access laboratories for increasing pre-service teachers’ STEM capabilities. SHILAP Revista de lepidopterología.10 indexed citations
2.
Albion, Peter, et al.. (2016). Alleviating Pre-Service Teachers’ STEM Anxiety Through the Use of Remote Access Laboratories. University of Southern Queensland ePrints (University of Southern Queensland). 2016(1). 146–154.2 indexed citations
3.
Albion, Peter, et al.. (2013). Caring dialogue: a step toward realising the dream of online learning communities. University of Southern Queensland ePrints (University of Southern Queensland).
4.
Albion, Peter. (2012). Designing for explicit TPACK development: Evolution of a preservice design and technology course. University of Southern Queensland ePrints (University of Southern Queensland). 2012(1). 2680–2685.7 indexed citations
5.
Jamieson-Proctor, Romina, Glenn Finger, Peter Albion, et al.. (2012). Teaching Teachers for the Future (TTF) Project: Development of the TTF TPACK Survey Instrument. University of Southern Queensland ePrints (University of Southern Queensland). 27(3). 293.4 indexed citations
6.
Albion, Peter. (2012). Looking for evidence of change: evaluation in the teaching teachers for the future project. University of Southern Queensland ePrints (University of Southern Queensland). 2012(1). 1626–1633.5 indexed citations
7.
Albion, Peter & Ronel Erwee. (2011). Preparing for doctoral supervision at a distance: lessons from experience. University of Southern Queensland ePrints (University of Southern Queensland). 2011(1). 82–89.10 indexed citations
8.
Erwee, Ronel, et al.. (2011). Dealing with doctoral students: Tips from the trenches. South African Journal of Higher Education. 25(5). 889–901.7 indexed citations
Albion, Peter, et al.. (2008). Exploring the Worth of Online Communities and e-Mentoring Programs for Beginning Teachers. University of Southern Queensland ePrints (University of Southern Queensland). 2008(1). 1416–1423.6 indexed citations
11.
Albion, Peter. (2008). 3D Online Spaces for Teacher Education: Mapping the Territory. University of Southern Queensland ePrints (University of Southern Queensland). 2008(1). 1606–1612.5 indexed citations
12.
Albion, Peter, et al.. (2006). Motivating learners to participate in online discussions: lessons from research for teacher preparation. Society for Information Technology & Teacher Education International Conference. 2006(1). 2451–2457.2 indexed citations
13.
Albion, Peter. (2005). Designing for an online doctoral studies community using an open source platform. University of Southern Queensland ePrints (University of Southern Queensland). 2005(1). 2138–2143.2 indexed citations
Redmond, Petrea, Peter Albion, & Jerry Maroulis. (2005). Intentions v Reality: Preservice ICT Integration during Professional Experience. Society for Information Technology & Teacher Education International Conference. 2005(1). 1566–1571.3 indexed citations
16.
Albion, Peter, et al.. (2004). Principals’ beliefs about teaching with ICT: a model for promoting change. University of Southern Queensland ePrints (University of Southern Queensland).1 indexed citations
17.
Albion, Peter. (2003). PBL + IMM = PBL2: Problem Based Learning and Interactive Multimedia Development. University of Southern Queensland ePrints (University of Southern Queensland). 11(2). 243–257.7 indexed citations
18.
Redmond, Petrea & Peter Albion. (2002). In their own words: preservice teachers??? perceptions of ICT integration. University of Southern Queensland ePrints (University of Southern Queensland). 2002(1). 2426–2430.2 indexed citations
19.
Albion, Peter. (2000). Preliminary investigation of some influences on student teachers' self-efficacy for teaching with computers. Society for Information Technology & Teacher Education International Conference. 2000(1). 1349–1354.
20.
Albion, Peter. (1999). PBL + IMM = PBL2: Problem-Based Learning and Multimedia Development. Society for Information Technology & Teacher Education International Conference. 1999(1). 1022–1028.1 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.