COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
- Journal
- Education Sciences
In The Last Decade
doi.org/10.3390/educsci11010019 →Countries where authors are citing COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
This map shows the geographic impact of COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators. 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 COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators more than expected).
Fields of papers citing COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
This network shows the impact of COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators.
About COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
This paper, published in 2021, received 139 indexed citations . Written by André Müller, Charlene Enhui Goh and Xiaoli Gao covering the research area of Clinical Psychology, Sociology and Political Science and Education. It is primarily cited by scholars working on Education (77 citations), Clinical Psychology (46 citations) and Information Systems (39 citations). Published in Education Sciences.
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.
This paper is also available at doi.org/10.3390/educsci11010019.