Farshid Marbouti

883 total citations
37 papers, 584 citations indexed

About

Farshid Marbouti is a scholar working on Education, Media Technology and Computer Science Applications. According to data from OpenAlex, Farshid Marbouti has authored 37 papers receiving a total of 584 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 13 papers in Media Technology and 10 papers in Computer Science Applications. Recurrent topics in Farshid Marbouti's work include Engineering Education and Curriculum Development (10 papers), Online and Blended Learning (9 papers) and Innovative Teaching and Learning Methods (8 papers). Farshid Marbouti is often cited by papers focused on Engineering Education and Curriculum Development (10 papers), Online and Blended Learning (9 papers) and Innovative Teaching and Learning Methods (8 papers). Farshid Marbouti collaborates with scholars based in United States, Canada and Iran. Farshid Marbouti's co-authors include Heidi Diefes‐Dux, Krishna Madhavan, Alyssa Friend Wise, Ali Shafaat, Johannes Ströbel, Simone Hausknecht, Monica Cardella, Julia Thompson, Alena Moon and Matthew Verleger and has published in prestigious journals such as Computers & Education, The Internet and Higher Education and Educational Technology Research and Development.

In The Last Decade

Farshid Marbouti

32 papers receiving 528 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Farshid Marbouti United States 10 347 277 152 138 60 37 584
Pedro Manuel Moreno-Marcos Spain 13 582 1.7× 194 0.7× 76 0.5× 188 1.4× 135 2.3× 32 727
Nick Z. Zacharis Greece 9 253 0.7× 232 0.8× 98 0.6× 75 0.5× 101 1.7× 13 474
Rwitajit Majumdar Japan 13 394 1.1× 356 1.3× 214 1.4× 125 0.9× 153 2.5× 85 793
Miguel Sánchez‐Santillán Spain 8 315 0.9× 171 0.6× 114 0.8× 103 0.7× 100 1.7× 16 459
Renzhe Yu United States 11 290 0.8× 134 0.5× 100 0.7× 168 1.2× 76 1.3× 24 567
Jared Stein United States 6 314 0.9× 227 0.8× 56 0.4× 79 0.6× 97 1.6× 7 500
Yalın Kılıç Türel Türkiye 13 149 0.4× 461 1.7× 61 0.4× 86 0.6× 215 3.6× 38 738
Soohyun Nam Liao United States 10 458 1.3× 128 0.5× 100 0.7× 121 0.9× 101 1.7× 23 557
Erkan Er Spain 13 266 0.8× 303 1.1× 254 1.7× 77 0.6× 85 1.4× 35 587
Gökhan Akçapınar Türkiye 11 354 1.0× 166 0.6× 109 0.7× 134 1.0× 109 1.8× 56 536

Countries citing papers authored by Farshid Marbouti

Since Specialization
Citations

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

Fields of papers citing papers by Farshid Marbouti

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Farshid Marbouti

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

All Works

20 of 20 papers shown
1.
Thompson, Angela, et al.. (2024). Types of Models Identified by First-Year Engineering Students. 2021 ASEE Virtual Annual Conference Content Access Proceedings.
2.
Marbouti, Farshid, et al.. (2020). Factors That Help and Hinder Teaching Assistants’ Ability to Execute Their Responsibilities. 23.588.1–23.588.18. 2 indexed citations
3.
Marbouti, Farshid, et al.. (2020). Academic and Demographic Cluster Analysis of Engineering Student Success. IEEE Transactions on Education. 64(3). 261–266. 17 indexed citations
4.
Marbouti, Farshid & Johannes Ströbel. (2020). Prototyping an Interactive Application to Support Collaborative Open-Ended Problem Solving for Precollege Students. 23.1005.1–23.1005.8. 1 indexed citations
5.
Marbouti, Farshid, et al.. (2018). Relationship Between Time of Class and Student Grades in an Active Learning Course. Journal of Engineering Education. 107(3). 468–490. 13 indexed citations
6.
Marbouti, Farshid, et al.. (2018). Contextual analysis of engineering student academic success at a Hispanic Serving Institution (HSI). 30. 1–6. 3 indexed citations
7.
Cardella, Monica, Heidi Diefes‐Dux, & Farshid Marbouti. (2016). Written feedback on design: a comparison of students and educators. International journal of engineering education. 32(3). 1481–1491. 5 indexed citations
8.
Marbouti, Farshid. (2016). A standards-based grading model to predict students' success in a first-year engineering course. Purdue e-Pubs (Purdue University System). 4 indexed citations
9.
Marbouti, Farshid, Heidi Diefes‐Dux, & Monica Cardella. (2015). Students and Engineering Educators' Feedback on Design. 26.1430.1–26.1430.10. 3 indexed citations
10.
Marbouti, Farshid, Heidi Diefes‐Dux, & Johannes Ströbel. (2015). Building Course-Specific Regression-based Models to Identify At-risk Students. Papers on Engineering Education Repository (American Society for Engineering Education). 25 indexed citations
11.
Shafaat, Ali, et al.. (2014). Utilizing MOOCs for blended learning in higher education. 1–4. 9 indexed citations
12.
Marbouti, Farshid, et al.. (2014). Influence of teaching assistants' motivation on student learning. 1–8. 2 indexed citations
13.
Marbouti, Farshid, Monica Cardella, & Heidi Diefes‐Dux. (2014). Student peer feedback on design. 56. 1–4. 5 indexed citations
14.
Marbouti, Farshid, et al.. (2013). Analysis of the community of learning analytics. CEUR Workshop Proceedings. 974. 2 indexed citations
15.
Marbouti, Farshid & Heidi Diefes‐Dux. (2013). First-Year students' understanding of direct user in open-ended problem solving activities. 320–326. 4 indexed citations
16.
Wise, Alyssa Friend, et al.. (2012). Initial Validation of Listening Behavior Typologies for Online Discussions Using Microanalytic Case Studies.. International Conference of Learning Sciences. 56–63. 11 indexed citations
17.
Wise, Alyssa Friend, et al.. (2012). Tracing Ideas and Participation in an Asynchronous Online Discussion across Individual and Group Levels over Time.. ICLS. 431–435. 3 indexed citations
18.
Wise, Alyssa Friend, et al.. (2012). A Survey of Factors Contributing to Learners' “Listening” Behaviors in Asynchronous Online Discussions. Journal of Educational Computing Research. 47(4). 461–480. 25 indexed citations
19.
Wise, Alyssa Friend, et al.. (2011). Factors Contributing to Learners' Online Listening Behaviors in Online and Blended Courses.. Computer Supported Collaborative Learning. 711–715. 1 indexed citations
20.
Wise, Alyssa Friend, et al.. (2011). Towards an Understanding of "Listening" in Online Discussions: A Cluster Analysis of Learners’ Interaction Patterns. Computer Supported Collaborative Learning. 88–95. 11 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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