Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Digital badges in education
2013262 citationsNathaniel Ostashewski et al.profile →
Citations per year, relative to Nathaniel Ostashewski Nathaniel Ostashewski (= 1×)
peers
Kim Flintoff
Countries citing papers authored by Nathaniel Ostashewski
Since
Specialization
Citations
This map shows the geographic impact of Nathaniel Ostashewski'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 Nathaniel Ostashewski with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nathaniel Ostashewski more than expected).
Fields of papers citing papers by Nathaniel Ostashewski
This network shows the impact of papers produced by Nathaniel Ostashewski. 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 Nathaniel Ostashewski. The network helps show where Nathaniel Ostashewski may publish in the future.
Co-authorship network of co-authors of Nathaniel Ostashewski
This figure shows the co-authorship network connecting the top 25 collaborators of Nathaniel Ostashewski.
A scholar is included among the top collaborators of Nathaniel Ostashewski 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 Nathaniel Ostashewski. Nathaniel Ostashewski is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Cleveland‐Innes, Martha, et al.. (2019). Technology-Enabled Learning and the Benefits and Challenges of Using the Community of Inquiry Theoretical Framework.. SHILAP Revista de lepidopterología. 34(1). 1–18.10 indexed citations
3.
Ostashewski, Nathaniel. (2018). MOOCs for Teachers: Understanding Learning in Networked Teacher Professional Development. Society for Information Technology & Teacher Education International Conference. 230–233.1 indexed citations
Ostashewski, Nathaniel, Jon Dron, & Jennifer Howell. (2017). Supporting peer interactions in a MOOC: Utilizing social networking tools to personalize learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 29(2). 209–230.1 indexed citations
Cleveland‐Innes, Martha, et al.. (2016). A MOOC with a Difference: Creating Community for Learning in MOOCs. 27–33.1 indexed citations
8.
Ostashewski, Nathaniel, et al.. (2016). Learning to Learn Online: Experiences of novice learners in a high quality MOOC..
9.
Ostashewski, Nathaniel, Jennifer Howell, & Jon Dron. (2016). Crowdsourcing MOOC Interactions: Using a Social Media Site cMOOC to Engage Students in University Course Activities.5 indexed citations
10.
Ostashewski, Nathaniel, et al.. (2014). Blended learning and digital curation: A course activity design encouraging student engagement and developing critical analysis skills. EdMedia: World Conference on Educational Media and Technology. 2014(1).4 indexed citations
11.
Ostashewski, Nathaniel. (2013). Building for massive scalability: the production case of an astronomy MOOC. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2013(1). 916–922.4 indexed citations
12.
Reid, Erin, Doug Reid, & Nathaniel Ostashewski. (2013). Implementing iPads in a reggio classroom: Digital storytelling to document student learning on a teacher’s budget. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1703–1707.1 indexed citations
13.
Reid, Doug, Erin Reid, & Nathaniel Ostashewski. (2013). Combining iPads and slowmation: Developing digital storytellers in an early learning environment. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1539–1543.2 indexed citations
14.
Ostashewski, Nathaniel, et al.. (2013). Creating authentic iPad activities to increase student engagement: A learning design approach.. eSpace (Curtin University). 2013(1). 249–253.1 indexed citations
15.
Ostashewski, Nathaniel, et al.. (2011). The iPad as mobile teaching device: multimedia database access in a classroom context. eSpace (Curtin University). 2011(1). 49–53.2 indexed citations
16.
Reid, Doug & Nathaniel Ostashewski. (2010). Evolution of online teacher professional development in a social networking site: What’s been working and what’s not. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1117–1122.2 indexed citations
17.
Ostashewski, Nathaniel. (2010). Online Technology Teacher Professional Development Courselets: Design and Development. Society for Information Technology & Teacher Education International Conference. 2010(1). 2329–2334.6 indexed citations
18.
Ostashewski, Nathaniel & Doug Reid. (2010). Online Teacher Professional Development: Redesign and Delivery of a Technological Pedagogical Courselet within a Social Networking Site. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1111–1116.3 indexed citations
19.
Ostashewski, Nathaniel & Doug Reid. (2010). iTeach, iDance: Using the iPad in the body-kinesthetic teaching context. 2010(1). 730–732.2 indexed citations
20.
Richards, Greg & Nathaniel Ostashewski. (2009). STRATEGIES FOR SUCCESS: META-COGNITIVE VIDCASTS FOR ORIENTATION OF ONLINE LEARNERS. 4714–4717.
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.