Thomas M. Duffy
About
In The Last Decade
Thomas M. Duffy
65 papers receiving 3.4k citations
Hit Papers
Peers
Comparison fields: 5 of 137
- Education 2.9k
- Developmental and Educational Psychology 1.7k
- Computer Science Applications 714
- Information Systems 504
- Media Technology 340
Countries citing papers authored by Thomas M. Duffy
This map shows the geographic impact of Thomas M. Duffy'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 Thomas M. Duffy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas M. Duffy more than expected).
Fields of papers citing papers by Thomas M. Duffy
This network shows the impact of papers produced by Thomas M. Duffy. 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 Thomas M. Duffy. The network helps show where Thomas M. Duffy may publish in the future.
Co-authorship network of co-authors of Thomas M. Duffy
This figure shows the co-authorship network connecting the top 25 collaborators of Thomas M. Duffy. A scholar is included among the top collaborators of Thomas M. Duffy 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 Thomas M. Duffy. Thomas M. Duffy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | The seven principles of good practice: a practical approach to evaluating online courses | 7 |
| 2 | A Practical Guide and a Constructivist Rationale for Inquiry Based Learning. | 17 |
| 3 | Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks | 5 |
| 4 | Constructivist instruction : success or failure? breakdown → | 377 |
| 5 | Deepening Online Conversation: How and Why to Use a Common Referent to Connect Learners with Diverse Local Practices. | 3 |
| 6 | Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case | 1 |
| 7 | Designing cross-cultural e-learning program for facilitating pedagogical change: Challenges and strategies | 0 |
| 8 | LTTS: A course management system for online inquiry learning | 4 |
| 9 | Online Learning Students' Profiles | 1 |
| 10 | Online Teacher Professional Development and Implementation Success: The Learning to Teach with Technology Studio (LTTS) Experience | 3 |
| 11 | Designing Cross-Cultural Distance Education Program for Facilitating Pedagogical Change: Challenges and Strategies | 2 |
| 12 | Effects of Online Cognitive Facilitation on Student Learning. | 5 |
| 13 | Student-Teacher Interactions in "The Chelsea Bank" Simulation | 1 |
| 14 | A new facility for high-pressure research at the Advanced Photon Source | 12 |
| 15 | Problem Based Learning: An instructional model and its constructivist framework breakdown → | 1785 |
| 16 | Designing Tools to Aid Technical Editors: A Needs Analysis. | 11 |
| 17 | 8 | |
| 18 | Plain language : principles and practice | 34 |
| 19 | 13 | |
| 20 | The evaluation of online help systems: a conceptual model | 8 |
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.