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.
Motivation and barriers to participation in virtual knowledge‐sharing communities of practice
Countries citing papers authored by Tim L. Wentling
Since
Specialization
Citations
This map shows the geographic impact of Tim L. Wentling'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 Tim L. Wentling with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim L. Wentling more than expected).
This network shows the impact of papers produced by Tim L. Wentling. 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 Tim L. Wentling. The network helps show where Tim L. Wentling may publish in the future.
Co-authorship network of co-authors of Tim L. Wentling
This figure shows the co-authorship network connecting the top 25 collaborators of Tim L. Wentling.
A scholar is included among the top collaborators of Tim L. Wentling 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 Tim L. Wentling. Tim L. Wentling is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Waight, Consuelo L., Pedro Willging, & Tim L. Wentling. (2004). RECURRENT THEMES IN E-LEARNING: A Narrative Analysis of Major E-Learning Reports. The Quarterly Review of Distance Education. 5(3). 195–203.14 indexed citations
8.
Wentling, Tim L., et al.. (2003). Validation of e-Fuzion: a Wireless Classroom Technology. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 343–350.6 indexed citations
9.
Wentling, Tim L. & Ji-Hye Park. (2002). Cost Analysis of E-learning: A Case Study of A University Program.16 indexed citations
10.
Wentling, Tim L. & Scott D. Johnson. (1999). The Design and Development of an Evaluation System for Online Instruction. World Conference on WWW and Internet. 1999(1). 1149–1154.16 indexed citations
Wentling, Tim L., et al.. (1989). Development of a Computer-Aided Evaluation System for Vocational Education Programs.. Korean Society for the Study of Vocational Education. 14(4). 1–14.2 indexed citations
14.
Wentling, Tim L., et al.. (1987). The Perceived Outcomes of Vocational Education Programs: A Factor Analytic Study.. Journal of industrial teacher education. 24(2). 15–26.
15.
Wentling, Tim L., et al.. (1984). The Application of Matrix Sampling to Paired Comparisons in Survey Research.. Korean Society for the Study of Vocational Education. 9(3). 31–37.1 indexed citations
16.
Wentling, Tim L., et al.. (1981). A Study of state evaluation practices in vocational education. Bibliothèque et Archives nationales du Québec (Québec government). 6(3). 37–55.1 indexed citations
17.
Wentling, Tim L.. (1978). A System for the identification, assessment and evaluation of the special needs learner in vocational education /. Bibliothèque et Archives nationales du Québec (Québec government).2 indexed citations
18.
Phelps, L. Allen & Tim L. Wentling. (1977). A Proposed System for the Identification, Assessment, and Evaluation of Special Needs Learners.. Journal of industrial teacher education.3 indexed citations
19.
Wentling, Tim L.. (1973). The Utilization of Mastery Learning in Vocational Education: An Empirical Study.. Journal of industrial teacher education.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.