Stefano Renzi
About
In The Last Decade
Stefano Renzi
16 papers receiving 232 citations
Peers
Comparison fields: 5 of 56
- Education 135
- Computer Science Applications 79
- Developmental and Educational Psychology 66
- Information Systems and Management 62
- Information Systems 60
Countries citing papers authored by Stefano Renzi
This map shows the geographic impact of Stefano Renzi'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 Stefano Renzi with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stefano Renzi more than expected).
Fields of papers citing papers by Stefano Renzi
This network shows the impact of papers produced by Stefano Renzi. 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 Stefano Renzi. The network helps show where Stefano Renzi may publish in the future.
Co-authorship network of co-authors of Stefano Renzi
This figure shows the co-authorship network connecting the top 25 collaborators of Stefano Renzi. A scholar is included among the top collaborators of Stefano Renzi 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 Stefano Renzi. Stefano Renzi is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 100 | |
| 2 | Adoption of computer supported collaborative learning by teachers at university: A framework for investigation | 0 |
| 3 | LMS use and Instructor Performance: The Role of Task-technology Fit | 38 |
| 4 | 1 | |
| 5 | La sostenibilità didattico-formativa dell’e-learning Social Networking a apprendimento attivo | 6 |
| 6 | Using the Theory of Planned Behavior with qualitative research | 11 |
| 7 | Differences in university teaching after Learning Management System adoption: an explanatory model based on Ajzen's Theory of Planned Behavior | 4 |
| 8 | The Relationship between LMS Use and Teacher Performance: The Role of Task-Technology Fit | 4 |
| 9 | 6 | |
| 10 | Evaluating Collaborative Learning Processes Using System-Based Measurement. | 66 |
| 11 | 3 | |
| 12 | Meta-response to online learning/Meta-risposte all'apprendimento online | 2 |
| 13 | Developing Community in Online Distance Learning | 7 |
| 14 | Student psychological response to computer-supported collaborative learning | 3 |
| 15 | Students' psychological responses to a course supported by collaborative learning technologies: Measurement and preliminary results | 6 |
| 16 | Steps toward computer-supported collaborative learning for large classes | 6 |
| 17 | 3 |
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.