Stephen C. Ehrmann

1.8k total citations · 1 hit paper
26 papers, 969 citations indexed

About

Stephen C. Ehrmann is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Stephen C. Ehrmann has authored 26 papers receiving a total of 969 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 3 papers in Computer Science Applications and 3 papers in Developmental and Educational Psychology. Recurrent topics in Stephen C. Ehrmann's work include Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (3 papers) and Experimental Learning in Engineering (2 papers). Stephen C. Ehrmann is often cited by papers focused on Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (3 papers) and Experimental Learning in Engineering (2 papers). Stephen C. Ehrmann collaborates with scholars based in United States. Stephen C. Ehrmann's co-authors include Phillip D. Long, Albert Sasson, Patrick Lynch, David Ferguson, Mauri Collins, Flora McMartin, Harold Abelson, Steven W. Gilbert and Caroline Steel and has published in prestigious journals such as American Journal of Obstetrics and Gynecology, CALICO Journal and Academe.

In The Last Decade

Stephen C. Ehrmann

23 papers receiving 721 citations

Hit Papers

IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever 2004 2026 2011 2018 2004 100 200 300 400 500
What are hit papers?

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.

  1. IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever
    2004 586 citations Stephen C. Ehrmann American Journal of Obstetrics and Gynecology profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Stephen C. Ehrmann United States 10 693 215 165 123 73 26 969
Michael W. Marek United States 14 669 1.0× 202 0.9× 74 0.4× 317 2.6× 75 1.0× 34 1.1k
Isa Jahnke United States 19 503 0.7× 186 0.9× 211 1.3× 331 2.7× 173 2.4× 89 1.1k
Mark Gaved United Kingdom 15 332 0.5× 192 0.9× 169 1.0× 351 2.9× 60 0.8× 66 997
Karl Smith United States 9 488 0.7× 327 1.5× 61 0.4× 60 0.5× 96 1.3× 45 853
Rachelle S. Heller United States 15 349 0.5× 237 1.1× 263 1.6× 157 1.3× 65 0.9× 50 911
Lecia Barker United States 17 345 0.5× 231 1.1× 643 3.9× 219 1.8× 148 2.0× 73 1.2k
Kuan‐Chung Chen Taiwan 6 457 0.7× 219 1.0× 165 1.0× 152 1.2× 21 0.3× 14 860
A Fluck Australia 16 545 0.8× 228 1.1× 480 2.9× 221 1.8× 65 0.9× 88 1.1k
Lorraine Sherry United States 13 514 0.7× 221 1.0× 146 0.9× 110 0.9× 39 0.5× 32 776
Antoine van den Beemt Netherlands 20 680 1.0× 249 1.2× 220 1.3× 233 1.9× 114 1.6× 37 1.2k

Countries citing papers authored by Stephen C. Ehrmann

Since Specialization
Citations

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

Fields of papers citing papers by Stephen C. Ehrmann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stephen C. Ehrmann

This figure shows the co-authorship network connecting the top 25 collaborators of Stephen C. Ehrmann. A scholar is included among the top collaborators of Stephen C. Ehrmann 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 Stephen C. Ehrmann. Stephen C. Ehrmann 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.
Ehrmann, Stephen C.. (2013). How Technology Matters to Learning.. Liberal education. 99(1). 1 indexed citations
2.
Steel, Caroline, Stephen C. Ehrmann, & Phillip D. Long. (2008). Creating community engagement around the concept of ePortfolios: An innovative planning process. Queensland's institutional digital repository (The University of Queensland). 1. 969–974. 1 indexed citations
3.
Long, Phillip D. & Stephen C. Ehrmann. (2005). The future of the learning space: Breaking out of the box. Queensland's institutional digital repository (The University of Queensland). 40(4). 42–58. 52 indexed citations
4.
Ehrmann, Stephen C.. (2004). IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever. American Journal of Obstetrics and Gynecology. 228(3). 324.e1–324.e10. 586 indexed citations breakdown →
5.
Ehrmann, Stephen C. & Steven W. Gilbert. (2003). Better Off with or without Your CMS? 5 Kinds of Assessment That Can Really Help.. 16(12). 37.
6.
Ehrmann, Stephen C., et al.. (2003). Flashlight™ Cost Analysis Handbook: Modeling Resource Use in Teaching and Learning with Technology. Version 2.0.. 2 indexed citations
7.
Ehrmann, Stephen C. & Mauri Collins. (2001). Emerging Models of Online Collaborative Learning: Can Distance Enhance Quality?.. Educational Technology archive. 41(5). 34–38. 8 indexed citations
8.
Ehrmann, Stephen C.. (2000). Technology and Educational Revolution: Ending the Cycle of Failure.. Liberal education. 86(4). 40–49. 3 indexed citations
9.
Ehrmann, Stephen C.. (1999). Asking the Hard Questions about Technology Use and Education. Journal of Family & Consumer Sciences. 91(3). 31–35. 3 indexed citations
10.
Ehrmann, Stephen C.. (1999). Access and/or Quality? Redefining Choices in the Third Revolution.. 34(5). 12 indexed citations
11.
Ehrmann, Stephen C.. (1999). Asking The Hard Questions About Technology Use and Education. Change The Magazine of Higher Learning. 31(2). 24–29. 18 indexed citations
12.
Ehrmann, Stephen C.. (1999). Technology's Grand Challenges. Academe. 85(5). 42–42. 14 indexed citations
13.
Ehrmann, Stephen C.. (1998). Using Technology to Transform the College. New Directions for Community Colleges. 1998(101). 27–33. 3 indexed citations
14.
Ehrmann, Stephen C.. (1995). New Technology, Old Trap.. 30(5). 41–43. 8 indexed citations
15.
Ehrmann, Stephen C.. (1995). Asking the Right Questions:What Does Research Tell Us About Technology and Higher Learning?. Change The Magazine of Higher Learning. 27(2). 20–27. 138 indexed citations
16.
Ehrmann, Stephen C.. (1995). Facing the Triple Challenge. CALICO Journal. 13(1). 5–25. 2 indexed citations
17.
Ferguson, David, et al.. (1992). Learning to Design, Designing to Learn: Using Technology to Transform the Curriculum. 15 indexed citations
18.
Ehrmann, Stephen C.. (1988). Assessing the Open End of Learning. Roles for New Technologies.. Liberal education. 74(3). 5–11. 4 indexed citations
19.
Ehrmann, Stephen C., et al.. (1987). Learning to design, designing to learn: a more creative role for technology. 2(1). 9–33. 10 indexed citations
20.
Sasson, Albert, et al.. (1973). Automatic Power System Network Topology Determination. IEEE Transactions on Power Apparatus and Systems. PAS-92(2). 610–618. 68 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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