Cesar Navarrete

639 total citations
11 papers, 425 citations indexed

About

Cesar Navarrete is a scholar working on Education, Information Systems and Developmental and Educational Psychology. According to data from OpenAlex, Cesar Navarrete has authored 11 papers receiving a total of 425 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 4 papers in Information Systems and 4 papers in Developmental and Educational Psychology. Recurrent topics in Cesar Navarrete's work include Mobile Learning in Education (4 papers), Child Development and Digital Technology (3 papers) and Online and Blended Learning (3 papers). Cesar Navarrete is often cited by papers focused on Mobile Learning in Education (4 papers), Child Development and Digital Technology (3 papers) and Online and Blended Learning (3 papers). Cesar Navarrete collaborates with scholars based in United States. Cesar Navarrete's co-authors include George Veletsianos, Min Liu, Yujung Ko, Min Liu and Jina Kang and has published in prestigious journals such as Computers & Education, Educational Technology & Society and The International Review of Research in Open and Distributed Learning.

In The Last Decade

Cesar Navarrete

9 papers receiving 377 citations

Peers

Cesar Navarrete

EDUCA

IS

SPS

DEP

CSA

Tsung Ho Liang Taiwan

Michael Deschryver United States

Liesel Knaack Canada

Qiang Hao United States

Meilun Shih Taiwan

A. Seugnet Blignaut South Africa

Florencia Gómez Zaccarelli Chile

Hannelore Montrieux Belgium

William Sadera United States

Aytekin İşman Türkiye

Tsung Ho Liang Taiwan

Cesar Navarrete

181 ×0.7

EDUCA

198 ×1.1

IS

60 ×0.5

SPS

89 ×0.8

DEP

46 ×0.5

CSA

Citations per year, relative to Cesar Navarrete Cesar Navarrete (= 1×) peers Tsung Ho Liang

Countries citing papers authored by Cesar Navarrete

Since Specialization

Citations

This map shows the geographic impact of Cesar Navarrete'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 Cesar Navarrete with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cesar Navarrete more than expected).

Fields of papers citing papers by Cesar Navarrete

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cesar Navarrete. 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 Cesar Navarrete. The network helps show where Cesar Navarrete may publish in the future.

Co-authorship network of co-authors of Cesar Navarrete

This figure shows the co-authorship network connecting the top 25 collaborators of Cesar Navarrete. A scholar is included among the top collaborators of Cesar Navarrete 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 Cesar Navarrete. Cesar Navarrete is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

11 of 11 papers shown

1.

Navarrete, Cesar, et al.. (2023). Case Study of Online Flipped Learning in Higher Education. 15(2). 214–229.

2.

Navarrete, Cesar. (2022). PREPARING PRESERVICE ELEMENTARY TEACHERS TO TEACH MATHEMATICS AND COMPUTER SCIENCE SKILLS THROUGH PEDAGOGICAL APPROACHES INVOLVING GAME DESIGN LEARNING. ICERI proceedings. 1. 7265–7272. 1 indexed citations

3.

Navarrete, Cesar, et al.. (2020). FLIPPED LEARNING IN ONLINE COURSES: CHALLENGES AND POSSIBILITIES. INTED proceedings. 1. 139–139. 1 indexed citations

4.

Liu, Min, et al.. (2016). Examining Teachers' Use of iPads: Comfort Level, Perception, and Use. Journal of Research on Technology in Education. 48(3). 159–180. 14 indexed citations

5.

Liu, Min, et al.. (2014). Potentials of Mobile Technology for K-12 Education: An Investigation of iPod Touch Use for English Language Learners in the United States. Educational Technology & Society. 17(2). 115–126. 54 indexed citations

6.

Liu, Min, et al.. (2014). Mobile Learning and English Language Learners: A Case Study of Using iPod Touch As a Teaching and Learning Tool. The Journal of Interactive Learning Research. 25(3). 373–403. 27 indexed citations

7.

Liu, Min, et al.. (2014). A Look at Research on Mobile Learning in K–12 Education From 2007 to the Present. Journal of Research on Technology in Education. 46(4). 325–372. 102 indexed citations

8.

Navarrete, Cesar. (2013). Creative thinking in digital game design and development: A case study. Computers & Education. 69. 320–331. 66 indexed citations

9.

Navarrete, Cesar, et al.. (2013). Improving student outcomes in distance learning mathematics classes. 4. 1396–1398. 2 indexed citations

10.

Veletsianos, George & Cesar Navarrete. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning. 13(1). 144–144. 158 indexed citations

11.

Navarrete, Cesar. (2011). Identifying Affordances and Barriers to Student-centered, Collaborative Learning in the Integration of Interactive Whiteboard Technology. Society for Information Technology & Teacher Education International Conference. 2011(1). 2996–3001.

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.

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