Tom Boyle

1.3k total citations
52 papers, 731 citations indexed

About

Tom Boyle is a scholar working on Computer Science Applications, Developmental and Educational Psychology and Education. According to data from OpenAlex, Tom Boyle has authored 52 papers receiving a total of 731 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Computer Science Applications, 16 papers in Developmental and Educational Psychology and 15 papers in Education. Recurrent topics in Tom Boyle's work include Open Education and E-Learning (30 papers), Innovative Teaching and Learning Methods (15 papers) and Online and Blended Learning (13 papers). Tom Boyle is often cited by papers focused on Open Education and E-Learning (30 papers), Innovative Teaching and Learning Methods (15 papers) and Online and Blended Learning (13 papers). Tom Boyle collaborates with scholars based in United Kingdom, Germany and Puerto Rico. Tom Boyle's co-authors include Claire Bradley, Ray Jones, John Cook, Andrew Ravenscroft, M. López‐Chicano, J. M. N. T. Gray, Daphne Economou, Heather Wharrad, Paul Garrud and Martyn C. Davies and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Educational Psychology.

In The Last Decade

Tom Boyle

49 papers receiving 612 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tom Boyle United Kingdom	14	411	300	184	141	65	52	731
Bartolomé Rubia Avi Spain	9	250 0.6×	218 0.7×	209 1.1×	175 1.2×	61 0.9×	50	520
Rebecca Vivian Australia	17	562 1.4×	310 1.0×	347 1.9×	171 1.2×	69 1.1×	47	827
Charles Riedesel United States	16	463 1.1×	244 0.8×	167 0.9×	175 1.2×	149 2.3×	31	725
Miriam Ferzli United States	10	505 1.2×	291 1.0×	331 1.8×	318 2.3×	142 2.2×	21	905
Jiangmei Yuan United States	9	331 0.8×	336 1.1×	197 1.1×	102 0.7×	51 0.8×	17	660
Brian Dorn United States	17	539 1.3×	162 0.5×	276 1.5×	172 1.2×	78 1.2×	42	735
Ruth Cobos Spain	14	330 0.8×	197 0.7×	207 1.1×	176 1.2×	32 0.5×	70	635
Su White United Kingdom	15	413 1.0×	347 1.2×	149 0.8×	105 0.7×	64 1.0×	77	672
Henry M. Walker United States	15	485 1.2×	103 0.3×	176 1.0×	261 1.9×	133 2.0×	125	726
Steve Cooper United States	11	488 1.2×	104 0.3×	192 1.0×	162 1.1×	69 1.1×	21	662

Countries citing papers authored by Tom Boyle

Since Specialization

Citations

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

Fields of papers citing papers by Tom Boyle

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tom Boyle. 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 Tom Boyle. The network helps show where Tom Boyle may publish in the future.

Co-authorship network of co-authors of Tom Boyle

This figure shows the co-authorship network connecting the top 25 collaborators of Tom Boyle. A scholar is included among the top collaborators of Tom Boyle 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 Tom Boyle. Tom Boyle is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Boyle, Tom & Ramazan Aygün. (2021). Kennesaw State University HPC Facilities and Resources. 4 indexed citations

Holley, Debbie & Tom Boyle. (2012). Empowering Teachers to Author Multimedia Learning Resources that Support Students' Critical Thinking. Anglia Ruskin Research Online (Anglia Ruskin University). 15(1). 6 indexed citations

Jones, Ray & Tom Boyle. (2009). Patrones de Objetos de Aprendizaje para la Programación. SHILAP Revista de lepidopterología. 1 indexed citations

López‐Chicano, M., et al.. (2009). Un ejemplo de diseño de Objetos de Aprendizaje Generativos (GLOs) : GLOs para metodología de estadística aplicada. SHILAP Revista de lepidopterología. 1 indexed citations

Boyle, Tom, et al.. (2009). Patrones de objetos de aprendizaje para programación informática. Revista de Educación a Distancia (RED). 1. 1 indexed citations

Boyle, Tom, et al.. (2008). The conceptual structure of generative learning objects (GLOs). Research Repository (Kingston University London). 2008(1). 4570–4579. 5 indexed citations

Boyle, Tom. (2006). The Design and Development of Second Generation Learning Objects. EdMedia: World Conference on Educational Media and Technology. 2006(1). 2–12. 24 indexed citations

López‐Chicano, M., et al.. (2005). A Case in the Design of Generative Learning Objects (GLOs): Applied Statistical Methods. EdMedia: World Conference on Educational Media and Technology. 2005(1). 2091–2097. 11 indexed citations

Cook, John, et al.. (2005). Design and evaluation of an adaptive learning support agent. Research Repository (Kingston University London). 105–112. 1 indexed citations

10.

Boyle, Tom. (2005). A Dynamic, Systematic Method for Developing Blended Learning. 5(3). 221–232. 19 indexed citations

11.

Bradley, Claire & Tom Boyle. (2004). The Design, Development, and Use of Multimedia Learning Objects. Journal of educational multimedia and hypermedia. 13(4). 371–389. 57 indexed citations

12.

Bradley, Claire & Tom Boyle. (2004). Student evaluation of the use of learning objects in introductory programming. EdMedia: World Conference on Educational Media and Technology. 2004(1). 999–1006. 1 indexed citations

13.

Cook, John, et al.. (2004). Towards Contextual Metadata to Increase Learning Object Technology Effectiveness. Research Repository (Kingston University London). 2004(1). 96–101. 1 indexed citations

14.

Boyle, Tom, et al.. (2004). To boldly GLO - towards the next generation of Learning Objects. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 28–33. 21 indexed citations

15.

Bradley, Claire, et al.. (2003). Design and evaluation of multimedia learning objects. EdMedia: World Conference on Educational Media and Technology. 2003(1). 1239–1245. 4 indexed citations

16.

Boyle, Tom. (2002). Design principles for authoring dynamic, reusable learning objects.. 57–64. 2 indexed citations

17.

Bradley, Claire & Tom Boyle. (2001). The Development of an Online Course for a Virtual University.. EdMedia: World Conference on Educational Media and Technology. 2001(1). 179–184. 1 indexed citations

18.

Boyle, Tom & John Cook. (2001). Online interactivity: best practice based on two case studies. ALT-J. 9(1). 94–102. 5 indexed citations

19.

Oliver, Martin, et al.. (2001). The distributed development of quality courses for a virtual university. ALT-J. 9(2). 16–27. 3 indexed citations

20.

Boyle, Tom, et al.. (1995). Design/Build Success Tampa Port Authority Berth 208. 221–232. 1 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.

Explore authors with similar magnitude of impact