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.
An instructional design framework for authentic learning environments
2000799 citationsJan Herrington, Ron OliverEducational Technology Research and Developmentprofile →
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 Ron Oliver'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 Ron Oliver with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ron Oliver more than expected).
This network shows the impact of papers produced by Ron Oliver. 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 Ron Oliver. The network helps show where Ron Oliver may publish in the future.
Co-authorship network of co-authors of Ron Oliver
This figure shows the co-authorship network connecting the top 25 collaborators of Ron Oliver.
A scholar is included among the top collaborators of Ron Oliver 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 Ron Oliver. Ron Oliver 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.
Oliver, Ron, et al.. (2010). They think they are learning, but are they? Strategies for implementing Web 2.0 to positively impact student learning. 2010(1). 924–935.4 indexed citations
2.
Oliver, Ron, et al.. (2008). We've thrown away the pens, but are they learning? Using blogs in higher education. Australasian Journal of Paramedicine. 991–1001.12 indexed citations
3.
Brook, Christopher & Ron Oliver. (2005). Exploring system factors that influence community development in online settings. Australasian Journal of Paramedicine. 2005(1). 1969–1976.1 indexed citations
4.
Brook, Chris B. & Ron Oliver. (2004). Online Learning Communities: Exploring the impact of group size on community development. EdMedia: World Conference on Educational Media and Technology. 2004(1). 2518–2525.6 indexed citations
5.
Oliver, Ron, et al.. (2004). Students’ responses to the use of an Interactive Multimedia Tool for Learning Computer Programming. EdMedia: World Conference on Educational Media and Technology. 2004(1). 1739–1746.1 indexed citations
6.
Luca, Joseph & Ron Oliver. (2003). A Framework to Promote Learning and Generic Skills. Australasian Journal of Paramedicine. 2003(1). 1588–1595.5 indexed citations
7.
Oliver, Ron, et al.. (2003). Exploring the reusability of Web-based learning resources. Australasian Journal of Paramedicine. 2003(1). 115–122.3 indexed citations
8.
McMahon, Mark & Ron Oliver. (2003). Teaching metacognitive regulation of reading comprehension in an on-line environment. Australasian Journal of Paramedicine. 2003(1). 2464–2471.9 indexed citations
Luca, Joseph & Ron Oliver. (2002). Developing An Instructional Design Strategy To Support Generic Skills Development. Australasian Journal of Paramedicine. 401–411.12 indexed citations
11.
Oliver, Ron, et al.. (2002). A typology for identifying teachers' progress in ICT uptake. EdMedia: World Conference on Educational Media and Technology. 2002(1). 317–322.2 indexed citations
12.
Oliver, Ron & Christopher Brook. (2002). Exploring the development of learning communities in online settings. Australasian Journal of Paramedicine. 2002(1). 192–197.16 indexed citations
13.
Luca, Joseph & Ron Oliver. (2001). Developing Generic Skills through On-line Courses. Australasian Journal of Paramedicine. 2001(1). 1163–1164.4 indexed citations
14.
Herrington, Jan & Ron Oliver. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development. 48(3). 23–48.799 indexed citations breakdown →
15.
Herrington, Tony, et al.. (2000). A web-based resource providing reflective online support for preservice mathematics teachers on school practice. Contemporary issues in technology and teacher education. 1(2). 117–140.3 indexed citations
16.
Herrington, Jan & Ron Oliver. (1999). Using situated learning and multimedia to investigate higher-order thinking. Murdoch Research Repository (Murdoch University). 10(1). 401–422.97 indexed citations
17.
Oliver, Ron, et al.. (1998). Interactive Multimedia for Adult Learners: Can Learning Be Fun?.. The Journal of Interactive Learning Research. 9(1). 55–81.20 indexed citations
18.
Herrington, Jan & Ron Oliver. (1998). Using situated learning and multimedia to promote higher-order thinking. Murdoch Research Repository (Murdoch University).4 indexed citations
19.
Oliver, Ron. (1996). The Western Australian Telecentres Network: A Model for Enhancing Access to Education and Training in Rural Areas. 2(4). 311–328.16 indexed citations
20.
Oliver, Ron, et al.. (1996). Creating effective instructional materials for the World Wide Web. Murdoch Research Repository (Murdoch University).25 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.