Mitchell Parkes

630 total citations
19 papers, 406 citations indexed

About

Mitchell Parkes is a scholar working on Education, Sociology and Political Science and Information Systems. According to data from OpenAlex, Mitchell Parkes has authored 19 papers receiving a total of 406 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 6 papers in Sociology and Political Science and 5 papers in Information Systems. Recurrent topics in Mitchell Parkes's work include Online and Blended Learning (6 papers), Impact of Technology on Adolescents (6 papers) and Reflective Practices in Education (5 papers). Mitchell Parkes is often cited by papers focused on Online and Blended Learning (6 papers), Impact of Technology on Adolescents (6 papers) and Reflective Practices in Education (5 papers). Mitchell Parkes collaborates with scholars based in Australia, New Zealand and United States. Mitchell Parkes's co-authors include Sarah Stein, Chris Reading, Peter Fletcher, R. M. ADLINGTON, Vicente Reyes, Jennifer Charteris, Frances Quinn, Sue Gregory, Nicolas Gromik and Steven Warburton and has published in prestigious journals such as SHILAP Revista de lepidopterología, The Internet and Higher Education and Assessment & Evaluation in Higher Education.

In The Last Decade

Mitchell Parkes

15 papers receiving 379 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mitchell Parkes Australia 9 303 125 76 65 44 19 406
Rebecca Croxton United States 7 197 0.7× 107 0.9× 56 0.7× 57 0.9× 24 0.5× 21 362
Santosh Panda India 9 235 0.8× 64 0.5× 63 0.8× 48 0.7× 27 0.6× 27 317
Huei-Chuan Wei Taiwan 3 366 1.2× 111 0.9× 121 1.6× 80 1.2× 76 1.7× 6 492
Jesús Trespalacios United States 14 249 0.8× 71 0.6× 58 0.8× 83 1.3× 25 0.6× 27 366
Anja Garone Belgium 6 200 0.7× 73 0.6× 74 1.0× 31 0.5× 36 0.8× 10 339
Shih-Hsiung Liu Taiwan 10 327 1.1× 117 0.9× 38 0.5× 71 1.1× 17 0.4× 26 430
Yousra Banoor Rajabalee Mauritius 5 225 0.7× 74 0.6× 97 1.3× 48 0.7× 43 1.0× 8 332
Louis B. Swartz United States 5 242 0.8× 65 0.5× 86 1.1× 45 0.7× 47 1.1× 13 320
Hale Ilgaz Türkiye 8 226 0.7× 60 0.5× 94 1.2× 42 0.6× 21 0.5× 23 332
Zehra Özçınar Cyprus 12 208 0.7× 79 0.6× 40 0.5× 58 0.9× 22 0.5× 27 326

Countries citing papers authored by Mitchell Parkes

Since Specialization
Citations

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

Fields of papers citing papers by Mitchell Parkes

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mitchell Parkes

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

All Works

19 of 19 papers shown
1.
Parkes, Mitchell, et al.. (2022). The Impact of social presence during COVID-19 and the implications for learning design. ASCILITE Publications. e22236–e22236. 1 indexed citations
2.
Quinn, Frances, et al.. (2020). The potential of online technologies in meeting PLD needs of rural teachers. Asia-Pacific Journal of Teacher Education. 50(1). 69–83. 8 indexed citations
3.
Quinn, Frances, Jennifer Charteris, R. M. ADLINGTON, et al.. (2019). Developing, situating and evaluating effective online professional learning and development: a review of some theoretical and policy frameworks. The Australian Educational Researcher. 46(3). 405–424. 24 indexed citations
4.
Parkes, Mitchell & Peter Fletcher. (2019). Let’s talk assessment: An exploration of student perceptions of audio feedback for assessment. International journal on e-learning. 18(4). 441–460. 1 indexed citations
5.
Charteris, Jennifer, Mitchell Parkes, Sue Gregory, Peter Fletcher, & Vicente Reyes. (2018). Student-initiated Facebook sites: nurturing personal learning environments or a place for the disenfranchised?. Technology Pedagogy and Education. 27(4). 459–472. 6 indexed citations
6.
7.
Parkes, Mitchell, et al.. (2017). Using WhatsApp in EFL Instruction with Saudi Arabian University Students. Arab World English Journal. 8(4). 68–84. 35 indexed citations
8.
Parkes, Mitchell & Peter Fletcher. (2017). Student preparedness for interaction in an online learning environment. RUNE (Research UNE).
9.
Parkes, Mitchell, et al.. (2017). Using WhatsApp in EFL Instruction with Saudi Arabian University Students. SSRN Electronic Journal. 8 indexed citations
10.
Reyes, Vicente, et al.. (2016). Faculty attitudes towards the use of mobile devices in EFL teaching in a Saudi Arabian setting. Queensland's institutional digital repository (The University of Queensland). 16–24. 7 indexed citations
11.
Parkes, Mitchell & Peter Fletcher. (2016). A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment & Evaluation in Higher Education. 42(7). 1046–1053. 21 indexed citations
12.
Charteris, Jennifer, Frances Quinn, Mitchell Parkes, Peter Fletcher, & Vicente Reyes. (2016). e-Assessment for learning and performativity in higher education: A case for existential learning. Australasian Journal of Educational Technology. 20 indexed citations
13.
Parkes, Mitchell, Sue Gregory, Peter Fletcher, R. M. ADLINGTON, & Nicolas Gromik. (2015). Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students. Australian and International Journal of Rural Education. 66–78. 16 indexed citations
14.
Charteris, Jennifer, Frances Quinn, Mitchell Parkes, Peter Fletcher, & Vicente Reyes. (2015). e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?. SHILAP Revista de lepidopterología. 3 indexed citations
15.
Parkes, Mitchell & Peter Fletcher. (2014). Talking the Talk: Audio Feedback as a Tool for Student Assessment. RUNE (Research UNE). 2014(1). 1606–1615. 2 indexed citations
16.
Parkes, Mitchell, Sarah Stein, & Chris Reading. (2014). Student preparedness for university e-learning environments. The Internet and Higher Education. 25. 1–10. 215 indexed citations
17.
Parkes, Mitchell, Chris Reading, & Sarah Stein. (2013). The competencies required for effective performance in a university e-learning environment. Australasian Journal of Educational Technology. 29(6). 21 indexed citations
18.
Parkes, Mitchell, et al.. (2010). Blogging at university as a case study in instructional design: Challenges and suggestions towards professional development. The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies). 6(1). 14–29. 7 indexed citations
19.
Parkes, Mitchell. (1999). A Review of the Preservation Issues Associated with Digital Documents.. The Australian Library Journal. 48(4). 1 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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