This map shows the geographic impact of Eunice Ivala'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 Eunice Ivala with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eunice Ivala more than expected).
This network shows the impact of papers produced by Eunice Ivala. 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 Eunice Ivala. The network helps show where Eunice Ivala may publish in the future.
Co-authorship network of co-authors of Eunice Ivala
This figure shows the co-authorship network connecting the top 25 collaborators of Eunice Ivala.
A scholar is included among the top collaborators of Eunice Ivala 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 Eunice Ivala. Eunice Ivala is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Basitere, Moses & Eunice Ivala. (2017). An exploration of students experiences of Blended Learning in a physics course at a university of technology. Journal of Social Development in Africa. 32(1). 23–43.2 indexed citations
7.
Basitere, Moses & Eunice Ivala. (2017). An Evaluation of the Effectiveness of the Use of Multimedia and Wiley plus Web-Based Homework System in Enhancing Learning in the Chemical Engineering Extended Curriculum Program Physics Course.. The Electronic Journal of e-Learning. 15(2). 156–173.13 indexed citations
Basitere, Moses & Eunice Ivala. (2015). Mitigating the Mathematical Knowledge Gap between High School and First Year University Chemical Engineering Mathematics Course.. The Electronic Journal of e-Learning. 13(2). 68–83.5 indexed citations
11.
Gachago, Daniela, et al.. (2014). Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds : Part 2 : HELTASA 2012 Special Section. South African Journal of Higher Education. 28(3). 961–982.2 indexed citations
12.
Gachago, Daniela, et al.. (2014). Using Digital Counterstories as Multimodal Pedagogy among South African Pre-Service Student Educators to Produce Stories of Resistance.. The Electronic Journal of e-Learning. 12(1). 29–42.17 indexed citations
Gachago, Daniela, et al.. (2013). Towards a Shared Understanding of Emerging Technologies: Experiences in a Collaborative Research Project in South Africa. DigitalCommons - Kennesaw State University (Kennesaw State University). 5(3). 4.16 indexed citations
Chigona, Agnes, Janet Condy, Daniela Gachago, & Eunice Ivala. (2012). Examining pre-service teachers’ perceptions on uptake of digital storytelling for classroom use. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2012(1). 1621–1628.5 indexed citations
19.
Condy, Janet, Agnes Chigona, Daniela Gachago, & Eunice Ivala. (2012). PRE-SERVICE STUDENTS' PERCEPTIONS AND EXPERIENCES OF DIGITAL STORYTELLING IN DIVERSE CLASSROOMS. The turkish online journal of educational technology. 11(3). 278–285.46 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.