Penetrating the Fog: Analytics in Learning and Education.
- Authors
- George SiemensPhil Long
In The Last Decade
doi.org/w86266709 →Countries where authors are citing Penetrating the Fog: Analytics in Learning and Education.
This map shows the geographic impact of Penetrating the Fog: Analytics in Learning and Education.. 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 Penetrating the Fog: Analytics in Learning and Education. with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Penetrating the Fog: Analytics in Learning and Education. more than expected).
Fields of papers citing Penetrating the Fog: Analytics in Learning and Education.
This network shows the impact of Penetrating the Fog: Analytics in Learning and Education.. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Penetrating the Fog: Analytics in Learning and Education..
About Penetrating the Fog: Analytics in Learning and Education.
This paper, published in 2011, received 1.1k indexed citations . Written by George Siemens and Phil Long covering the research area of Computer Science Applications. It is primarily cited by scholars working on Computer Science Applications (797 citations), Education (343 citations) and Information Systems (209 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.
This paper is also available at doi.org/w86266709.