Teachingandlearninginhighered.org / Inquiry
Domain overview in Inquiry niche. Based on relevant links and pages only.
| teachingandlearninginhighered.org rank 1343 |
| Number of domains linking to teachingandlearninginhighered.org 1 | semantic flow 0.07 |
| Number of links to teachingandlearninginhighered.org 1 | semantic flow 0.07 |
| Number of domains linked from teachingandlearninginhighered.org 35 | semantic flow 0.41 |
| Number of links from teachingandlearninginhighered.org 46 | semantic flow 0.41 |
Popular pages pointing to teachingandlearninginhighered.org
Pages with highest topical PageRank pointing to domain.
Domains with most semantic flow to teachingandlearninginhighered.org
Relevant domains with most links to selected domain.
domain  | | | |
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http://facultyfocus.com/  | 1 | 0.07 | facultyfocus.com |
Domains with most semantic flow from teachingandlearninginhighered.org
Relevant domains with most links from selected domain.
Most linked pages from teachingandlearninginhighered.org
Pages from domain with most relevant inbound links.
| url | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| https://teachingandlearninginhighered.org/ | 1 | 0.17 | 0.66 | 0.07 | -1 | no | -1 | -1 | -1 | -1 | 1 | 1 | |
| https://teachingandlearninginhighered.org/category/article/ | 1 | 0.16 | 0.64 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2017/04/08/yes-and-as-teaching-methodology/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/scholarship-on-teaching-and-learning/ | 1 | 0.16 | 0.66 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2016/02/22/how-can-we-get-students-to-read-well/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/perspective/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2013/11/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/reading/ | 1 | 0.16 | 0.63 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/resource-2/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2015/07/20/plagiarism-doesnt-bother-me-at-all-re | 1 | 0.16 | 0.61 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 |
Hubs from teachingandlearninginhighered.org
Pages from domain with most likely on-topic outgoing links.
| url | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| https://teachingandlearninginhighered.org/ | 14 | 0.17 | 0.66 | 0.14 | -1 | no | -1 | -1 | -1 | -1 | 1 | 1 | |
| https://teachingandlearninginhighered.org/2015/07/20/plagiarism-doesnt-bother-me-at-all-re | 11 | 0.16 | 0.61 | 0.02 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2015/05/28/when-students-dont-answer-a-question- | 6 | 0.16 | 0.65 | 0.03 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2017/04/08/yes-and-as-teaching-methodology/ | 5 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/research/ | 4 | 0.16 | 0.66 | 0.06 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/scholarship-on-teaching-and-learning/ | 2 | 0.16 | 0.66 | 0.03 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/resource-2/ | 2 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/2013/11/ | 1 | 0.16 | 0.65 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/reading/ | 1 | 0.16 | 0.63 | 0.01 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 | |
| https://teachingandlearninginhighered.org/category/article/ | 1 | 0.16 | 0.64 | 0 | -1 | no | -1 | -1 | -1 | -1 | 0 | 0 |
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