Orna Farrell

930 total citations · 1 hit paper
28 papers, 344 citations indexed

About

Orna Farrell is a scholar working on Education, Computer Science Applications and Information Systems. According to data from OpenAlex, Orna Farrell has authored 28 papers receiving a total of 344 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 9 papers in Computer Science Applications and 2 papers in Information Systems. Recurrent topics in Orna Farrell's work include Reflective Practices in Education (9 papers), Online Learning and Analytics (8 papers) and Higher Education Practises and Engagement (8 papers). Orna Farrell is often cited by papers focused on Reflective Practices in Education (9 papers), Online Learning and Analytics (8 papers) and Higher Education Practises and Engagement (8 papers). Orna Farrell collaborates with scholars based in Ireland, France and United States. Orna Farrell's co-authors include James Brunton, Eamon Costello, Mark Brown, Enda Donlon, Juan Garzón, Mouna Denden, Ahmed Tlili, David Wiley, Tel Amiel and Tom Farrelly and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Educational Technology in Higher Education and Australasian Journal of Educational Technology.

In The Last Decade

Orna Farrell

25 papers receiving 321 citations

Hit Papers

A balancing act: a window into online student engagement ... 2020 2026 2022 2024 2020 40 80 120
What are hit papers?

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.

  1. A balancing act: a window into online student engagement experiences
    2020 146 citations Orna Farrell, James Brunton International Journal of Educational Technology in Higher Education profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Orna Farrell Ireland 8 252 69 65 58 33 28 344
James Brunton Ireland 9 243 1.0× 72 1.0× 75 1.2× 61 1.1× 39 1.2× 32 358
Chrissi Nerantzi United Kingdom 9 239 0.9× 59 0.9× 106 1.6× 37 0.6× 56 1.7× 43 380
Ebrahim Bamanger Saudi Arabia 6 240 1.0× 98 1.4× 50 0.8× 29 0.5× 33 1.0× 10 310
Sarah Nixon United Kingdom 8 228 0.9× 44 0.6× 27 0.4× 28 0.5× 35 1.1× 21 310
Susie Gronseth United States 7 212 0.8× 83 1.2× 59 0.9× 16 0.3× 41 1.2× 22 321
Gregory M. Francom United States 8 214 0.8× 108 1.6× 52 0.8× 24 0.4× 50 1.5× 15 328
Sabine Fabriz Germany 7 236 0.9× 61 0.9× 52 0.8× 45 0.8× 117 3.5× 9 365
Anne Haarala-Muhonen Finland 9 176 0.7× 52 0.8× 33 0.5× 49 0.8× 57 1.7× 19 276
Funda Ergüleç Türkiye 6 160 0.6× 61 0.9× 25 0.4× 41 0.7× 44 1.3× 21 262
Krystle Phirangee Canada 10 225 0.9× 61 0.9× 76 1.2× 20 0.3× 85 2.6× 18 304

Countries citing papers authored by Orna Farrell

Since Specialization
Citations

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

Fields of papers citing papers by Orna Farrell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Orna Farrell

This figure shows the co-authorship network connecting the top 25 collaborators of Orna Farrell. A scholar is included among the top collaborators of Orna Farrell 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 Orna Farrell. Orna Farrell 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.
Tlili, Ahmed, Juan Garzón, Soheil Salha, et al.. (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education. 20(1). 22 indexed citations
2.
Farrelly, Tom, et al.. (2023). Reflections on a Collective Creative Experiment with GenAI: Exploring the Boundaries of What is Possible. SHILAP Revista de lepidopterología. 7(2). 1–7. 4 indexed citations
3.
Roche, Cicely, et al.. (2023). ePortfolio to support professional development during experiential learning placements: Guided by students-as-partners theory, enabled through students-as-partners practice. International Journal for Students as Partners. 7(2). 165–180. 1 indexed citations
4.
Farrell, Orna. (2022). Learning Design in the Time of COVID-19: The Digital Learning Design Unit Story. SHILAP Revista de lepidopterología. 14(2). 162–171. 1 indexed citations
5.
Farrell, Orna, et al.. (2021). Integrating design thinking into instructional design: The #OpenTeach case study. Australasian Journal of Educational Technology. 33–52. 19 indexed citations
6.
Farrell, Orna, et al.. (2021). 7. Supporting online students.
7.
Farrell, Orna, et al.. (2021). #Openteach: professional development for open online educators. Zenodo (CERN European Organization for Nuclear Research). 1 indexed citations
8.
Farrell, Orna, et al.. (2021). Eportfolio in Ireland: A landscape snapshot of current practice. SHILAP Revista de lepidopterología. 6(1). 89–109. 3 indexed citations
9.
10.
Farrell, Orna, et al.. (2020). Openteach Pilot Evaluation Report. Dublin City University Open Access Institutional Repository (Dublin City University). 1 indexed citations
11.
Farrell, Orna. (2020). From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education. Journal of Interactive Media in Education. 2020(1). 19 indexed citations
12.
Farrell, Orna, et al.. (2019). Open, future, online teaching: enabling excellence in the student experience. Arrow@dit (Dublin Institute of Technology). 1 indexed citations
13.
Farrell, Orna, et al.. (2019). Teaching online is different: critical perspectives from the literature. Dublin City University Open Access Institutional Repository (Dublin City University). 48 indexed citations
14.
15.
Donaldson, Lisa, et al.. (2018). Reflections on eportfolio professional learning: harnessing an unconference approach. Dublin City University Open Access Institutional Repository (Dublin City University). 2 indexed citations
16.
Brunton, James, Mark Brown, Eamon Costello, & Orna Farrell. (2018). Pre-induction supports for flexible learners: The Head Start Online MOOC pilot. Student Success. 10(1). 155–161. 7 indexed citations
17.
18.
Brunton, James, Mark Brown, Eamon Costello, & Orna Farrell. (2018). Head start online: flexibility, transitions and student success. Educational Media International. 55(4). 347–360. 15 indexed citations
19.
Brunton, James, Mark Brown, Eamon Costello, & Orna Farrell. (2017). Enhancing programme approaches to assessment and feedback in Irish higher education: case studies, commentaries and tools. Arrow@dit (Dublin Institute of Technology). 1 indexed citations
20.
Farrell, Orna & James Brunton. (2016). Using online primary sources to foster historical thinking. Arrow@dit (Dublin Institute of Technology).

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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