This map shows the geographic impact of Wendy Barber'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 Wendy Barber with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Wendy Barber more than expected).
This network shows the impact of papers produced by Wendy Barber. 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 Wendy Barber. The network helps show where Wendy Barber may publish in the future.
Co-authorship network of co-authors of Wendy Barber
This figure shows the co-authorship network connecting the top 25 collaborators of Wendy Barber.
A scholar is included among the top collaborators of Wendy Barber 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 Wendy Barber. Wendy Barber is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Barber, Wendy, et al.. (2019). Co-creation of the Digital Space: Examining the use of web-based tools in Fully Online Learning Community (FOLC) environments. EdMedia + Innovate Learning. 1255–1260.2 indexed citations
7.
Barber, Wendy, et al.. (2019). Online Learning Success The Moderating Role of Hardiness, Resilience, Grit and Growth Mindset A Theoretical Overview. Global Learn. 288–293.2 indexed citations
Barber, Wendy, et al.. (2018). Examining the use of Web-Based Tools in Fully Online Learning Community Environments. Arrow - TU Dublin (Technological University Dublin).3 indexed citations
Barber, Wendy, et al.. (2016). Teacher-Student Perspectives of Invisible Pedagogy: New Directions in Online Problem-Based Learning Environments.. The Electronic Journal of e-Learning. 14(4). 235–243.18 indexed citations
14.
DiGiuseppe, Maurice, et al.. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. EdMedia: World Conference on Educational Media and Technology. 2016(1). 665–673.15 indexed citations
15.
Blayone, Todd J. B., et al.. (2016). Developing Learning Communities in Fully Online Spaces: Positioning the Fully Online Learning Community Model. Arrow - TU Dublin (Technological University Dublin).1 indexed citations
16.
Barber, Wendy, et al.. (2016). Developing Critical Reflective Online Communities by Empowering Student Voice. Arrow - TU Dublin (Technological University Dublin).1 indexed citations
Barber, Wendy, et al.. (2015). Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities.. The Electronic Journal of e-Learning. 13(2). 59–67.80 indexed citations
19.
Barber, Wendy, et al.. (2014). Empowering Knowledge-Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice.. The Electronic Journal of e-Learning. 12(2). 128–137.1 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.