Khitam Shraim

412 total citations
12 papers, 264 citations indexed

About

Khitam Shraim is a scholar working on Education, Information Systems and Developmental and Educational Psychology. According to data from OpenAlex, Khitam Shraim has authored 12 papers receiving a total of 264 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 4 papers in Information Systems and 3 papers in Developmental and Educational Psychology. Recurrent topics in Khitam Shraim's work include Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (3 papers) and Technology-Enhanced Education Studies (3 papers). Khitam Shraim is often cited by papers focused on Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (3 papers) and Technology-Enhanced Education Studies (3 papers). Khitam Shraim collaborates with scholars based in Palestinian Territory, United States and Malaysia. Khitam Shraim's co-authors include Zuheir N. Khlaif and Helen Crompton and has published in prestigious journals such as Educational Technology & Society, International Journal of Emerging Technologies in Learning (iJET) and Information Technology for Development.

In The Last Decade

Khitam Shraim

12 papers receiving 238 citations

Peers

Khitam Shraim

EDUCA

IS

CSA

SPS

DEP

Laia Albó Spain

James Njenga South Africa

Gülgün Afacan Adanır Türkiye

Davoud Masoumi Sweden

Anissa M. Bettayeb United Arab Emirates

Katie Goeman Belgium

Simon Bheki Khoza South Africa

Ahmad Zamri Mansor Malaysia

Joshua Littenberg‐Tobias United States

Oluwatoyin Ayodele Ajani South Africa

Laia Albó Spain

Khitam Shraim

164 ×0.9

EDUCA

117 ×1.3

IS

94 ×1.4

CSA

25 ×0.6

SPS

26 ×1.1

DEP

Citations per year, relative to Khitam Shraim Khitam Shraim (= 1×) peers Laia Albó

Countries citing papers authored by Khitam Shraim

Since Specialization

Citations

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

Fields of papers citing papers by Khitam Shraim

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Khitam Shraim

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

All Works

Sort: Min cites: Since: Top N: Style:

12 of 12 papers shown

1.

Shraim, Khitam. (2020). Quality Standards in Online Education: The ISO/IEC 40180 Framework. International Journal of Emerging Technologies in Learning (iJET). 15(19). 22–22. 14 indexed citations

2.

Shraim, Khitam & Helen Crompton. (2020). The Use of Technology to Continue Learning in Palestine Disrupted with COVID-19. ODU Digital Commons (Old Dominion University). 15(2). 1–20. 17 indexed citations

3.

Shraim, Khitam. (2019). Mobile Apps Criteria for Guiding STEM Teachers in Developing Mobile Learning Activities. 2(2). 139–148. 1 indexed citations

4.

Shraim, Khitam. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education. 20(4). 185–196. 72 indexed citations

5.

Crompton, Helen, et al.. (2018). Technologies to Enhance and Extend Children's Understanding of Geometry: A Configurative Thematic Synthesis of the Literature. Educational Technology & Society. 21(1). 59–69. 9 indexed citations

6.

Shraim, Khitam & Helen Crompton. (2015). Perceptions of Using Smart Mobile Devices in Higher Education Teaching: A Case Study from Palestine. Contemporary Educational Technology. 6(4). 28 indexed citations

7.

Shraim, Khitam. (2014). A Case Study of Mobile Technology-enabled English Language Learning: the Amazon Kindle e-Reader Initiative in Palestine. International Journal of Interactive Mobile Technologies (iJIM). 8(3). 25–25. 4 indexed citations

8.

Shraim, Khitam. (2014). Pedagogical Innovation within Facebook: A Case Study in Tertiary Education in Palestine. International Journal of Emerging Technologies in Learning (iJET). 9(8). 25–25. 20 indexed citations

9.

Shraim, Khitam. (2013). Facilitating the Implementation of the Constructivist Approach through the Social Space of Facebook. 42. 449–455. 1 indexed citations

10.

Shraim, Khitam. (2012). Moving Towards e-Learning Paradigm: Readiness of Higher Education Institutions in Palestine.. International journal on e-learning. 11(4). 441–463. 7 indexed citations

11.

Shraim, Khitam, et al.. (2010). Students' Readiness Towards E-learning. A Case Study of Virtual Classrooms for Secondary Education in Palestine. 7 indexed citations

12.

Shraim, Khitam & Zuheir N. Khlaif. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development. 16(3). 159–173. 84 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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