Richard C. Overbaugh

618 total citations
26 papers, 387 citations indexed

About

Richard C. Overbaugh is a scholar working on Education, Gender Studies and Developmental and Educational Psychology. According to data from OpenAlex, Richard C. Overbaugh has authored 26 papers receiving a total of 387 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 13 papers in Gender Studies and 7 papers in Developmental and Educational Psychology. Recurrent topics in Richard C. Overbaugh's work include Gender and Technology in Education (13 papers), Online and Blended Learning (10 papers) and Innovative Teaching and Learning Methods (6 papers). Richard C. Overbaugh is often cited by papers focused on Gender and Technology in Education (13 papers), Online and Blended Learning (10 papers) and Innovative Teaching and Learning Methods (6 papers). Richard C. Overbaugh collaborates with scholars based in United States, Ghana and Taiwan. Richard C. Overbaugh's co-authors include Shinyi Lin, W. Michael Reed and Marcus Childress and has published in prestigious journals such as Computers in Human Behavior, The Internet and Higher Education and British Journal of Educational Technology.

In The Last Decade

Richard C. Overbaugh

25 papers receiving 291 citations

Peers

Richard C. Overbaugh

EDUCA

DEP

SPS

Baruch Offir Israel

Jyh Chong Liang Taiwan

Cathy Cavanaugh United States

Glenn Russell Australia

Hanafi Atan Malaysia

Frederick B. King United States

Shihkuan Hsu Taiwan

Jung Won Hur United States

Robert Blomeyer United States

Doris Choy Singapore

Baruch Offir Israel

Richard C. Overbaugh

368 ×1.3

EDUCA

144 ×1.2

DEP

77 ×1.0

34 ×0.4

70 ×0.9

SPS

Citations per year, relative to Richard C. Overbaugh Richard C. Overbaugh (= 1×) peers Baruch Offir

Countries citing papers authored by Richard C. Overbaugh

Since Specialization

Citations

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

Fields of papers citing papers by Richard C. Overbaugh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Richard C. Overbaugh. 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 Richard C. Overbaugh. The network helps show where Richard C. Overbaugh may publish in the future.

Co-authorship network of co-authors of Richard C. Overbaugh

This figure shows the co-authorship network connecting the top 25 collaborators of Richard C. Overbaugh. A scholar is included among the top collaborators of Richard C. Overbaugh 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 Richard C. Overbaugh. Richard C. Overbaugh 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

Overbaugh, Richard C., et al.. (2015). Changes in Teachers’ Attitudes Toward Instructional Technology Attributed to Completing the ISTE NETS*T Certificate of Proficiency Capstone Program. Computers in the Schools. 32(3-4). 240–259. 5 indexed citations

Lin, Shinyi & Richard C. Overbaugh. (2011). Autonomy of participation and ICT literacy in a self-directed learning environment (SDLE). Quality & Quantity. 47(1). 97–109. 8 indexed citations

Overbaugh, Richard C., et al.. (2010). A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course. The Internet and Higher Education. 14(3). 164–174. 38 indexed citations

Overbaugh, Richard C., et al.. (2009). School Environment and Technology Implementation in K–12 Classrooms. Computers in the Schools. 26(2). 89–106. 17 indexed citations

Overbaugh, Richard C., et al.. (2008). The Impact of a Federally Funded Grant on a Professional Development Program: Teachers’ Stages of Concern Toward Technology Integration. Journal of Computing in Teacher Education. 25(2). 45–55. 14 indexed citations

Overbaugh, Richard C., et al.. (2008). The Effects of NCLB-funded Instructional Technology Training on Teachers' Classroom Practice. 1 indexed citations

Overbaugh, Richard C., et al.. (2008). The Impact of a NCLB-EETT Funded Professional Development Program on Teacher Self-Efficacy and Resultant Implementation. Journal of Research on Technology in Education. 41(1). 43–61. 47 indexed citations

Overbaugh, Richard C., et al.. (2007). The Effect of Student Choice of Online Discussion Format on Tiered Achievement and Student Satisfaction. Journal of Research on Technology in Education. 39(4). 399–415. 31 indexed citations

Overbaugh, Richard C., et al.. (2007). Distributed collaborative problem-based graduate-level learning: Students’ perspectives on communication tool selection and efficacy. Computers in Human Behavior. 24(2). 497–515. 14 indexed citations

10.

Overbaugh, Richard C. & Shinyi Lin. (2006). Student Characteristics, Sense of Community, and Cognitive Achievement in Web-based and Lab-based Learning Environments. Journal of Research on Technology in Education. 39(2). 205–223. 28 indexed citations

11.

Childress, Marcus & Richard C. Overbaugh. (2001). The Relationship Between Learning Style and Achievement in a One-way Video, Two-way Audio Preservice Teacher Education Computer Literacy Course. 7(1). 57–71. 13 indexed citations

12.

Overbaugh, Richard C.. (1999). The Effect of Course Rigor on Preservice Teachers' Course and Instructor Evaluation. Computers in the Schools. 14(3-4). 13–23. 4 indexed citations

13.

Overbaugh, Richard C.. (1998). The Effects of Three Different Foci in Graduate Introductory Computer Courses on Educators’ Stages of Concerns. Journal of Computing in Teacher Education. 14(2). 15–23. 1 indexed citations

14.

Overbaugh, Richard C.. (1995). The Effect of Course Focus on Preservice Teachers’ Attitudes Toward Personal and School Uses of Computers and Computer Anxiety. Journal of Computing in Teacher Education. 12(2). 18–23. 1 indexed citations

15.

Overbaugh, Richard C. & W. Michael Reed. (1994). Effects of an Introductory Versus a Content-Specific Computer Course on Computer Anxiety and Stages of Concern. Journal of Research on Computing in Education. 27(2). 211–220. 9 indexed citations

16.

Overbaugh, Richard C.. (1994). Research-Based Guidelines for Computer-Based Instruction Development. Journal of Research on Computing in Education. 27(1). 29–47. 29 indexed citations

17.

Overbaugh, Richard C.. (1993). The Effects of Instructional Content, Brief Instructional Activities, and Learning Modality on Teacher Education Students' Computer Anxiety.. 1 indexed citations

18.

Overbaugh, Richard C.. (1993). Critical Elements of Computer Literacy for Teachers.. 3 indexed citations

19.

Reed, W. Michael & Richard C. Overbaugh. (1993). The Effects of Prior Experience and Instructional Format on Teacher Education Students' Computer Anxiety and Performance. Computers in the Schools. 9(2-3). 75–90. 41 indexed citations

20.

Overbaugh, Richard C. & W. Michael Reed. (1992). The Comparative Effects of an Introductory versus a Content-Specific Computer Course for Educators on Computer Anxiety and Stages of Concern.. 4 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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