J. Enrique Hinostroza

1.4k total citations
35 papers, 747 citations indexed

About

J. Enrique Hinostroza is a scholar working on Information Systems, Education and Computer Science Applications. According to data from OpenAlex, J. Enrique Hinostroza has authored 35 papers receiving a total of 747 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Information Systems, 23 papers in Education and 11 papers in Computer Science Applications. Recurrent topics in J. Enrique Hinostroza's work include Digital literacy in education (17 papers), Online and Blended Learning (12 papers) and Educational Innovations and Technology (11 papers). J. Enrique Hinostroza is often cited by papers focused on Digital literacy in education (17 papers), Online and Blended Learning (12 papers) and Educational Innovations and Technology (11 papers). J. Enrique Hinostroza collaborates with scholars based in Chile, United Kingdom and Mexico. J. Enrique Hinostroza's co-authors include Christian Labbé, Magdalena Claro, Ernesto San Martı́n, Miguél Nussbaum, David Preiss, Harvey Mellar, A. Seugnet Blignaut, Patricio Rodríguez, Lucio Rehbein and Sajid Ali and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Journal of Computer Assisted Learning.

In The Last Decade

J. Enrique Hinostroza

29 papers receiving 672 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
J. Enrique Hinostroza Chile 13 472 398 177 115 104 35 747
Nwy Law Hong Kong 12 584 1.2× 348 0.9× 131 0.7× 114 1.0× 121 1.2× 52 939
Antonio Calvani Italy 11 398 0.8× 397 1.0× 103 0.6× 160 1.4× 98 0.9× 65 726
Magdalena Claro Chile 12 402 0.9× 334 0.8× 154 0.9× 88 0.8× 165 1.6× 18 645
Inger Throndsen Norway 7 413 0.9× 356 0.9× 194 1.1× 97 0.8× 120 1.2× 10 712
Massimo Loi Norway 7 317 0.7× 284 0.7× 183 1.0× 81 0.7× 158 1.5× 13 620
Cathrine Tømte Norway 14 458 1.0× 334 0.8× 124 0.7× 120 1.0× 102 1.0× 44 778
J. Ola Lindberg Sweden 17 515 1.1× 346 0.9× 66 0.4× 114 1.0× 104 1.0× 57 778
Işıl Kabakçi Yurdakul Türkiye 15 634 1.3× 291 0.7× 161 0.9× 70 0.6× 214 2.1× 45 879
Christine Redecker Spain 11 700 1.5× 683 1.7× 102 0.6× 202 1.8× 92 0.9× 14 1.1k
Uğur Kale United States 16 332 0.7× 195 0.5× 82 0.5× 180 1.6× 94 0.9× 34 616

Countries citing papers authored by J. Enrique Hinostroza

Since Specialization
Citations

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

Fields of papers citing papers by J. Enrique Hinostroza

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by J. Enrique Hinostroza. 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 J. Enrique Hinostroza. The network helps show where J. Enrique Hinostroza may publish in the future.

Co-authorship network of co-authors of J. Enrique Hinostroza

This figure shows the co-authorship network connecting the top 25 collaborators of J. Enrique Hinostroza. A scholar is included among the top collaborators of J. Enrique Hinostroza 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 J. Enrique Hinostroza. J. Enrique Hinostroza 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.
Hinostroza, J. Enrique, et al.. (2025). Phases and Activities of Technology-Integrated Project-Based Learning in K-12: Findings from a Systematic Literature Review. Education Sciences. 15(8). 1021–1021.
2.
3.
Claro, Magdalena, et al.. (2024). Systematic review of quantitative research on digital competences of in-service school teachers. Computers & Education. 215. 105030–105030. 20 indexed citations
4.
Hinostroza, J. Enrique, et al.. (2024). Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review. SHILAP Revista de lepidopterología. 9. 100874–100874. 6 indexed citations
5.
Hinostroza, J. Enrique, et al.. (2023). Percepción de aprendizaje de estudiantes durante la pandemia y factores contextuales y pedagógicos asociados. Education in the Knowledge Society (EKS). 24. e30399–e30399. 2 indexed citations
6.
Hinostroza, J. Enrique, et al.. (2021). NATIONAL POLICIES AND PRACTICES ON ICT IN EDUCATION Chile (Enlaces).
7.
Hinostroza, J. Enrique, et al.. (2019). Improving Students’ Information Problem-Solving Skills on the Web Through Explicit Instruction and the Use of Customized Search Software. Journal of Research on Technology in Education. 51(3). 217–238. 18 indexed citations
8.
Hinostroza, J. Enrique. (2017). TIC, educación y desarrollo social en América Latina y el Caribe. MINISTERIO DE EDUCACIÓN. 7 indexed citations
9.
Hinostroza, J. Enrique, et al.. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology Pedagogy and Education. 26(4). 425–438. 45 indexed citations
10.
Hinostroza, J. Enrique, et al.. (2015). Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies. 21(6). 1595–1610. 31 indexed citations
11.
Claro, Magdalena, et al.. (2015). Understanding factors related to Chilean students' digital skills: A mixed methods analysis. Computers & Education. 88. 387–398. 64 indexed citations
12.
Hinostroza, J. Enrique, et al.. (2014). Learning to Become a Teacher in the 21st Century: ICT Integration in Initial Teacher Education in Chile.. Educational Technology & Society. 17(3). 222–238. 82 indexed citations
13.
Hinostroza, J. Enrique, et al.. (2014). Factors (not) affecting what students do with computers and internet at home. Learning Media and Technology. 40(1). 43–63. 29 indexed citations
14.
Claro, Magdalena, et al.. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education. 59(3). 1042–1053. 206 indexed citations
15.
Hinostroza, J. Enrique & Christian Labbé. (2011). Policies and practices for the use of information and communications technologies (ICTs) in education in Latin America and the Caribbean. RePEc: Research Papers in Economics. 6 indexed citations
16.
Hinostroza, J. Enrique, et al.. (2011). Teaching and learning activities in Chilean classrooms: Is ICT making a difference?. Computers & Education. 57(1). 1358–1367. 44 indexed citations
17.
Hinostroza, J. Enrique, Christian Labbé, & Magdalena Claro. (2005). ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT. Human Technology. 1(2). 246–264. 10 indexed citations
18.
Hinostroza, J. Enrique, et al.. (2003). Achievements during the 90's of Chile's ICT in Education Program: an International Perspective. Digital Education Review. 78–92. 3 indexed citations
19.
Rehbein, Lucio, et al.. (2002). Students' Learning through Hypermedia. Perceptual and Motor Skills. 95(3). 795–805. 5 indexed citations
20.
Hinostroza, J. Enrique & Harvey Mellar. (2000). Considering Pedagogy in the Design, Development and Evaluation of Educational Software. EdMedia: World Conference on Educational Media and Technology. 2000(1). 454–459.

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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