This map shows the geographic impact of Tom Murray'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 Murray with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tom Murray more than expected).
This network shows the impact of papers produced by Tom Murray. 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 Murray. The network helps show where Tom Murray may publish in the future.
Co-authorship network of co-authors of Tom Murray
This figure shows the co-authorship network connecting the top 25 collaborators of Tom Murray.
A scholar is included among the top collaborators of Tom Murray 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 Murray. Tom Murray is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Murray, Tom. (2015). What is the Integral in Integral Education? From Progressive Pedagogy to Integral Pedagogy. SHILAP Revista de lepidopterología.12 indexed citations
6.
Murray, Tom, et al.. (2014). Identifying Social Deliberative Behavior from Online Communication — A Cross-Domain Study. The Florida AI Research Society.
7.
Murray, Tom, et al.. (2013). Mining Social Deliberation in Online Communication -- If You Were Me and I Were You. Educational Data Mining. 208–215.11 indexed citations
8.
Murray, Tom, et al.. (2013). A Dashboard for Visualizing Deliberative Dialogue in Online Learning..2 indexed citations
9.
Murray, Tom. (2009). Online Curriculum and Dialog Design for Ethics Skills for Science and Engineering Students. ScholarWorks@UMassAmherst (University of Massachusetts Amherst). 2009(1). 555–564.
10.
Murray, Tom. (2006). Collaborative Knowledge Building and Integral Theory: On Perspectives, Uncertainty, and Mutual Regard. SHILAP Revista de lepidopterología.16 indexed citations
11.
Arroyo, Ivon, et al.. (2004). Web-Based Intelligent Multimedia Tutoring for High Stakes Achievement Tests. ScholarWorks@UMassAmherst (University of Massachusetts Amherst).1 indexed citations
12.
Murray, Tom. (2004). Design Tradeoffs in Usability and Power for Advanced Educational Software Authoring Tools. Educational technology: The magazine for managers of change in education. 44(5). 10–16.14 indexed citations
13.
Murray, Tom, et al.. (2003). Measuring Inquiry Cycles in Simulation-Based Leaning Environments. eScholarship (California Digital Library). 25(25).2 indexed citations
14.
Murray, Tom. (2003). Applying Text Comprehension and Active Reading Principles to Adaptive Hyperbooks. eScholarship (California Digital Library). 25(25).3 indexed citations
15.
Murray, Tom, et al.. (2003). A Coached Learning Environment for Case-Based Inquiry Learning in Human Biology. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 654–657.1 indexed citations
16.
Murray, Tom. (2001). Characteristics and Affordances of Adaptive Hyperbooks.. WebNet. 899–904.9 indexed citations
Murray, Tom. (1996). Special purpose ontologies and the representation of pedagogical knowledge. International Conference of Learning Sciences. 235–242.12 indexed citations
19.
Murray, Tom & Beverly Park Woolf. (1992). Results of encoding knowledge with tutor construction tools. National Conference on Artificial Intelligence. 17–23.11 indexed citations
20.
Woolf, Beverly Park & Tom Murray. (1987). A framework for representing tutorial discourse. International Joint Conference on Artificial Intelligence. 189–192.12 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.