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.
Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
19993.7k citationsD. Randy Garrison, Terry Anderson et al.The Internet and Higher Educationprofile →
Critical thinking, cognitive presence, and computer conferencing in distance education
20011.8k citationsD. Randy Garrison, Terry Anderson et al.American Journal of Distance Educationprofile →
This map shows the geographic impact of Walter Archer'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 Walter Archer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Walter Archer more than expected).
This network shows the impact of papers produced by Walter Archer. 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 Walter Archer. The network helps show where Walter Archer may publish in the future.
Co-authorship network of co-authors of Walter Archer
This figure shows the co-authorship network connecting the top 25 collaborators of Walter Archer.
A scholar is included among the top collaborators of Walter Archer 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 Walter Archer. Walter Archer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Garrison, D. Randy, Terry Anderson, & Walter Archer. (2009). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education. 13(1-2). 5–9.697 indexed citations breakdown →
Archer, Walter, et al.. (2004). From Distance Education to Distributed Learning Surviving and Thriving. Online journal of distance learning administration. 7(4).10 indexed citations
Garrison, D. Randy, Terry Anderson, & Walter Archer. (2001). Critical Thinking and Computer Conferencing: A Model and Tool to Assess Cognitive Presence. AUSpace (Athabasca University).131 indexed citations
10.
Garrison, D. Randy, Terry Anderson, & Walter Archer. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education. 15(1). 7–23.1808 indexed citations breakdown →
11.
Garrison, D. Randy & Walter Archer. (2000). A Transactional Perspective on Teaching and Learning: A Framework for Adult and Higher Education. Advances in Learning and Instruction Series..6 indexed citations
12.
Garrison, D. Randy, Terry Anderson, & Walter Archer. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education. 2(2-3). 87–105.3733 indexed citations breakdown →
Archer, Walter, et al.. (1985). Working in the European Community: A guide for graduate recruiters and job-seekers. Medical Entomology and Zoology.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.