Clare Brett

951 total citations
38 papers, 550 citations indexed

About

Clare Brett is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Clare Brett has authored 38 papers receiving a total of 550 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 21 papers in Developmental and Educational Psychology and 8 papers in Computer Science Applications. Recurrent topics in Clare Brett's work include Online and Blended Learning (19 papers), Innovative Teaching and Learning Methods (19 papers) and Online Learning and Analytics (6 papers). Clare Brett is often cited by papers focused on Online and Blended Learning (19 papers), Innovative Teaching and Learning Methods (19 papers) and Online Learning and Analytics (6 papers). Clare Brett collaborates with scholars based in Canada, United States and United Kingdom. Clare Brett's co-authors include Jim Hewitt, Murat Öztok, Daniel Zingaro, Kyungmee Lee, Vanessa Peters, Wendy Freeman, Earl Woodruff, Adam Dubrowski, Bill Kapralos and Darius Bägli and has published in prestigious journals such as Computers & Education, Teaching and Teacher Education and The Internet and Higher Education.

In The Last Decade

Clare Brett

34 papers receiving 481 citations

Peers

Clare Brett

EDUCA

DEP

CSA

SPS

COMMU

Judith Pena‐Shaff United States

Maarit Arvaja Finland

Hope Jordan United States

Jorge Larreamendy-Joerns United States

Eric Fredericksen United States

Miika Marttunen Finland

Rui Cheng United States

Teresa Guasch Spain

Jason Vickers United States

Lori Kupczynski United States

Judith Pena‐Shaff United States

Clare Brett

358 ×0.9

EDUCA

294 ×1.1

DEP

89 ×0.7

CSA

75 ×0.9

SPS

136 ×1.9

COMMU

Citations per year, relative to Clare Brett Clare Brett (= 1×) peers Judith Pena‐Shaff

Countries citing papers authored by Clare Brett

Since Specialization

Citations

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

Fields of papers citing papers by Clare Brett

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Clare Brett

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

All Works

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20 of 20 papers shown

Brett, Clare, et al.. (2020). Instructor Perspectives on Building Community in Online Discussion-Based Courses: Issues of Pedagogy and Functionality.. International journal of e-learning & distance education. 35(1). 2 indexed citations

Zingaro, Daniel, et al.. (2020). Weekly Open-Ended Exercises and Student Motivation in CS1. 1–10. 7 indexed citations

Brett, Clare, et al.. (2020). #LEARNINGTOGETHER: EXPLORING THE USE OF HASHTAGS IN BUILDING A KNOWLEDGE COMMUNITY ONLINE. INTED proceedings. 1. 7611–7617. 1 indexed citations

Zingaro, Daniel, et al.. (2019). Impact of Open-Ended Assignments on Student Self-Efficacy in CS1. 215–221. 8 indexed citations

Öztok, Murat, Kyungmee Lee, & Clare Brett. (2018). Socialization and Cognitive Apprenticeship in Online Doctoral Programs. Proceedings of the International Conference on Networked Learning. 11. 298–301.

Cheung, Jeffrey J. H., et al.. (2016). Preparation With Web-Based Observational Practice Improves Efficiency of Simulation-Based Mastery Learning. Simulation in Healthcare The Journal of the Society for Simulation in Healthcare. 11(5). 316–322. 21 indexed citations

Brett, Clare, Kyungmee Lee, & Murat Öztok. (2016). Socialization and Social Capital in Online Doctoral Programs. Proceedings of the International Conference on Networked Learning. 10. 264–268. 1 indexed citations

Lee, Kyungmee & Clare Brett. (2014). Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education. 46. 72–83. 38 indexed citations

Lee, Kyungmee & Clare Brett. (2014). A Critical Discourse Analysis. Proceedings of the International Conference on Networked Learning. 9. 186–194. 5 indexed citations

10.

Lee, Kyungmee & Clare Brett. (2013). What are student inservice teachers talking about in their online Communities of Practice? Investigating student inservice teachers’ experiences in a double-layered CoP. Lancaster EPrints (Lancaster University). 21(1). 89–118. 7 indexed citations

11.

Hewitt, Jim, et al.. (2013). A Study of Private Messaging Within an Asynchronous Discussion Environment.. Computer Supported Collaborative Learning. 46–49. 2 indexed citations

12.

Cheung, Jeffrey J. H., et al.. (2013). The Use of Web-Based Learning for Simulation-Based Education and Training of Central Venous Catheterization in Novice Learners. Studies in health technology and informatics. 184. 71–7. 5 indexed citations

13.

Lee, Kyungmee & Clare Brett. (2012). What student teachers are talking about their online Communities of Practice (CoP) in Constructivist online course? Investigating student teachers’ experiences in double-layered CoP participation. Society for Information Technology & Teacher Education International Conference. 2012(1). 566–573. 1 indexed citations

14.

Öztok, Murat, Kyungmee Lee, & Clare Brett. (2012). Towards Better Understanding of Self-Representation in Online Learning. TSpace (University of Toronto). 2012(1). 1867–1874. 3 indexed citations

15.

Hewitt, Jim & Clare Brett. (2011). Engaging Learners in the Identification of Key Ideas in Complex Online Discussions.. Computer Supported Collaborative Learning. 2 indexed citations

16.

Brett, Clare. (2009). Educational Perspectives on Digital Communications Technologies. E-Learning and Digital Media. 6(3). 281–291. 1 indexed citations

17.

Hewitt, Jim, Clare Brett, & Vanessa Peters. (2007). Scan Rate: A New Metric for the Analysis of Reading Behaviors in Asynchronous Computer Conferencing Environments. American Journal of Distance Education. 21(4). 215–231. 36 indexed citations

18.

Hewitt, Jim, Vanessa Peters, & Clare Brett. (2006). Using Wiki Technologies as an Adjunct to Computer Conferencing in a Graduate Teacher Education Course. TSpace (University of Toronto). 2006(1). 2240–2243. 2 indexed citations

19.

Brett, Clare. (1997). Communities of Inquiry among Pre-service Teachers Investigating Mathematics. American Educational Research Association Annual Meeting. 1997(1). 10 indexed citations

20.

Woodruff, Earl & Clare Brett. (1993). Fostering scholarly collaboration in young children through the development of electronic commenting. Research in Education. 50(1). 83–95. 5 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.

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