From: A bibliometric analysis of online faculty professional development in higher education
First author | PY | Title | Total citations | TC per year |
---|---|---|---|---|
Dede, C. J | 2009 | A Research Agenda for Online Teacher Professional Development | 262 | 20.15 |
Shea, P | 2009 | Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education | 238 | 18.30 |
Rienties, B | 2013 | The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology | 136 | 15.11 |
Tseng,F–C | 2014 | A study of social participation and knowledge sharing in the teachers' online professional community of practice | 105 | 13.13 |
King, K. P | 2002 | Identifying success in online teacher education and professional development | 90 | 4.50 |
Bawane, J | 2009 | Prioritization of online instructor roles: implications for competency‐based teacher education programs | 71 | 5.46 |
Sims, R | 2002 | Enhancing Quality in Online Learning: Scaffolding Planning and Design Through Proactive Evaluation | 68 | 3.40 |
Shea, P | 2005 | Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty | 60 | 3.53 |
Gautreau, C | 2011 | Motivational Factors Affecting the Integration of a Learning Management System by Faculty | 52 | 4.72 |
Hou, H-T | 2009 | Using blogs as a professional development tool for teachers: analysis of interaction behavioral patterns | 52 | 4.00 |