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.
Examining the benefits and challenges of using audience response systems: A review of the literature
This map shows the geographic impact of Robin Kay'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 Robin Kay with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robin Kay more than expected).
This network shows the impact of papers produced by Robin Kay. 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 Robin Kay. The network helps show where Robin Kay may publish in the future.
Co-authorship network of co-authors of Robin Kay
This figure shows the co-authorship network connecting the top 25 collaborators of Robin Kay.
A scholar is included among the top collaborators of Robin Kay 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 Robin Kay. Robin Kay 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.
Kay, Robin, et al.. (2020). Developing Digital Citizenship, Digital Literacy and Student Voice Using Social Media in K12. EdMedia + Innovate Learning. 550–555.1 indexed citations
2.
Li, Jia, et al.. (2018). Student Attitudes toward Blended Learning in Adult Literacy and Basic Skills College Programs.. Canadian Journal of Learning and Technology. 44(2).5 indexed citations
3.
Kay, Robin, et al.. (2016). Assessing the Impact of a Virtual Lab In Health Care Education. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 923–928.2 indexed citations
4.
Kay, Robin & Sharon Lauricella. (2014). Investigating the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms.. Canadian Journal of Learning and Technology. 40(2).9 indexed citations
5.
Kay, Robin. (2012). A Model for Creating Effective Instructional Video Podcasts. Global Learn. 2012(1). 48–52.1 indexed citations
6.
Kay, Robin. (2012). Using Video Podcasts to Enhance Technology-Based Learning in Preservice Teacher Education: A Formative Analysis. 1(3).2 indexed citations
Kay, Robin, et al.. (2010). Evaluating the Use of Instructional Video Podcasts for Middle School Mathematics Students. EdMedia: World Conference on Educational Media and Technology. 2010(1). 3626–3629.2 indexed citations
9.
Kay, Robin & Sharon Lauricella. (2010). Exploring the Benefits and Challenges of Using Laptops in Higher Education Classrooms. Global Learn. 2010(1). 4140–4144.4 indexed citations
10.
Kay, Robin. (2010). Examining the Use of Educational Video Clips on Distance Education. Global Learn. 2010(1). 4021–4024.
11.
Kay, Robin, Ann LeSage, & Liesel Knaack. (2010). Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis.. The Journal of Interactive Learning Research. 21(3). 343–365.10 indexed citations
12.
Kay, Robin, et al.. (2009). A Formative Analysis of Instructional Strategies for Using Learning Objects. The Journal of Interactive Learning Research. 20(3). 295–315.10 indexed citations
13.
Kay, Robin & Liesel Knaack. (2009). Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms. Journal of educational multimedia and hypermedia. 18(1). 113–135.18 indexed citations
14.
Kay, Robin & Liesel Knaack. (2007). Evaluating the Use of Learning Objects for Secondary School Science. Journal of Computers in Mathematics and Science Teaching. 26(4). 261–289.25 indexed citations
Kay, Robin. (2004). Developing a Metric for Evaluating Discussion Boards. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 1946–1953.1 indexed citations
17.
Kay, Robin. (2004). Using Laptops Effectively in Higher Education. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 759–764.1 indexed citations
18.
Kay, Robin. (1992). The Computer Literacy Potpourri. Journal of Research on Computing in Education. 24(4). 446–456.14 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.