This map shows the geographic impact of Jorge Reyna'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 Jorge Reyna with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jorge Reyna more than expected).
This network shows the impact of papers produced by Jorge Reyna. 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 Jorge Reyna. The network helps show where Jorge Reyna may publish in the future.
Co-authorship network of co-authors of Jorge Reyna
This figure shows the co-authorship network connecting the top 25 collaborators of Jorge Reyna.
A scholar is included among the top collaborators of Jorge Reyna 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 Jorge Reyna. Jorge Reyna is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Reyna, Jorge, et al.. (2020). A Practical Framework to Design Educational Webinars in the Age of COVID-19. EdMedia + Innovate Learning. 265–271.6 indexed citations
Reyna, Jorge, José Hanham, & Peter Meier. (2018). A Methodological Approach to Evaluate the Effectiveness of Learner-Generated Digital Media (LGDM) Assignments in Science Education.. EdMedia + Innovate Learning. 303–314.4 indexed citations
Reyna, Jorge, et al.. (2017). Student’s Experience in Online Intensive Mode (IM) Units at The Faculty of Business and Economics. EdMedia + Innovate Learning. 1302–1310.
Reyna, Jorge, Yvonne C. Davila, & Peter Meier. (2016). Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design. EdMedia: World Conference on Educational Media and Technology. 2016(1). 1795–1807.2 indexed citations
11.
Reyna, Jorge. (2015). Active learning and the flipped classroom. Training & Development. 42(5). 30.12 indexed citations
Reyna, Jorge. (2013). The importance of visual design and aesthetics in e-learning. UTS ePRESS (University of Technology Sydney). 40(5). 28.16 indexed citations
14.
Reyna, Jorge. (2012). From Flash to HTML5: The E-learning Evolution. UTS ePRESS (University of Technology Sydney). 39(5). 28.4 indexed citations
15.
Reyna, Jorge. (2011). Digital Teaching and Learning Ecosystem (DTLE): A Theoretical Approach for Online Learning Environments.. UTS ePRESS (University of Technology Sydney). 2011(1). 1083–1088.23 indexed citations
16.
Reyna, Jorge, et al.. (2010). Use of Vimeo on-line video sharing services as a reflective tool in higher educational settings: A preliminary report. 2010(1). 936–943.3 indexed citations
17.
Reyna, Jorge, et al.. (2010). Developing a Digital Media Teaching Repository – Technical Considerations. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 1434–1441.2 indexed citations
18.
Reyna, Jorge. (2010). Google Docs in Higher Education Settings: A Preliminary Report. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1566–1572.5 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.