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.
How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature
20041.1k citationsR Bernard, Philip C. Abrami et al.Review of Educational Researchprofile →
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
2009733 citationsR Bernard, Philip C. Abrami et al.Review of Educational Researchprofile →
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
2008619 citationsPhilip C. Abrami, R Bernard et al.Review of Educational Researchprofile →
What Forty Years of Research Says About the Impact of Technology on Learning
2011578 citationsRana Tamim, R Bernard et al.Review of Educational Researchprofile →
Strategies for Teaching Students to Think Critically
2014523 citationsPhilip C. Abrami, R Bernard et al.Review of Educational Researchprofile →
A meta-analysis of blended learning and technology use in higher education: from the general to the applied
2014523 citationsR Bernard, Eugene Borokhovski et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of R Bernard'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 R Bernard with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites R Bernard more than expected).
This network shows the impact of papers produced by R Bernard. 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 R Bernard. The network helps show where R Bernard may publish in the future.
Co-authorship network of co-authors of R Bernard
This figure shows the co-authorship network connecting the top 25 collaborators of R Bernard.
A scholar is included among the top collaborators of R Bernard 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 R Bernard. R Bernard is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Borokhovski, Eugene, R Bernard, Rana Tamim, & Richard F. Schmid. (2018). Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis. EdMedia + Innovate Learning. 1994–2003.2 indexed citations
Borokhovski, Eugene, R Bernard, Rana Tamim, & Richard F. Schmid. (2015). Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research. EdMedia: World Conference on Educational Media and Technology. 2015(1). 1764–1774.1 indexed citations
6.
Bernard, R. (2014). Things I Have Learned about Meta-Analysis since 1990: Reducing Bias in Search of "The Big Picture". Canadian Journal of Learning and Technology. 40(3).4 indexed citations
7.
Abrami, Philip C., R Bernard, Eugene Borokhovski, et al.. (2014). Strategies for Teaching Students to Think Critically. Review of Educational Research. 85(2). 275–314.523 indexed citations breakdown →
8.
Bernard, R, Philip C. Abrami, Eugene Borokhovski, et al.. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research. 79(3). 1243–1289.733 indexed citations breakdown →
9.
Abrami, Philip C., R Bernard, Eugene Borokhovski, et al.. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research. 78(4). 1102–1134.619 indexed citations breakdown →
Bethel, Edward C., R Bernard, Philip C. Abrami, & C. Anne Wade. (2007). The Effects of Ubiquitous Computing on Student Learning: A Systematic Review. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2007(1). 1987–1992.5 indexed citations
12.
Bernard, R, Philip C. Abrami, Anne Wade, Eugene Borokhovski, & Yiping Lou. (2005). The Effects of Synchronous and Asynchronous Distance Education: A Meta-Analytical Assessment of Simonson's "Equivalency Theory". 2004(1).4 indexed citations
Azevedo, Roger & R Bernard. (1995). The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis.. American Educational Research Association Annual Meeting. 1995(1).3 indexed citations
Bernard, R, et al.. (1963). [Apropos of the West syndrome (flexion spasms with major dysrhythmia) with prolonged development. Therapeutic studies].. PubMed. 18. 25–33.3 indexed citations
20.
Bernard, R, et al.. (1958). [Electroclinical study of clonus of the head & body in children].. PubMed. 99(1). 132–8.2 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.