Trish Andrews
About
In The Last Decade
Trish Andrews
25 papers receiving 299 citations
Peers
Comparison fields: 5 of 70
- Education 215
- Information Systems 75
- Developmental and Educational Psychology 66
- Sociology and Political Science 50
- Computer Science Applications 49
Countries citing papers authored by Trish Andrews
This map shows the geographic impact of Trish Andrews'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 Trish Andrews with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Trish Andrews more than expected).
Fields of papers citing papers by Trish Andrews
This network shows the impact of papers produced by Trish Andrews. 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 Trish Andrews. The network helps show where Trish Andrews may publish in the future.
Co-authorship network of co-authors of Trish Andrews
This figure shows the co-authorship network connecting the top 25 collaborators of Trish Andrews. A scholar is included among the top collaborators of Trish Andrews 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 Trish Andrews. Trish Andrews is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Learner Characteristics and Patterns of Online Learning: How Online Learners Successfully Manage their Learning | 1 |
| 2 | 7 | |
| 3 | Successful Online Distance Learners: An Exploration of Learner Characteristics and Patterns in Online Learning | 1 |
| 4 | 4 | |
| 5 | 3 | |
| 6 | Exploring the challenges of network leadership in Australasian Tertiary associations | 1 |
| 7 | 3 | |
| 8 | 12 | |
| 9 | The Ethics of M-Learning: Classroom Threat or Enhanced Learner Agency? | 4 |
| 10 | Changing student learning preferences: what does this mean for the future of universities? | 3 |
| 11 | 9 | |
| 12 | Why the student voice? The case for investigating the distance learners’ experience of ICT in distance education | 7 |
| 13 | 6 | |
| 14 | Rich media technologies and uncertain futures: Developing sustainable, scalable models | 3 |
| 15 | Using Moodle, an Open Source Learning Management System, to Support a National Teaching and Learning Collaboration | 5 |
| 16 | Evaluation and assessment of problem-based and case-based learning in the Mining Education Australia (MEA) collaborative initiative | 1 |
| 17 | Extending Learning Opportunities through a virtual faculty | 4 |
| 18 | Preparing students for the virtual organisation: an evaluation of learning with virtual learning technologies | 6 |
| 19 | Extending Learning Opportunities through a Virtual Faculty-The Videoconference Option. | 14 |
| 20 | 25 |
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.