The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488
(2015) · Ethics and Education (Routledge Revivals) · doi:10.4324/9781315712383-22 · Cited by 10,891
Moore, E. C., & Dewey, J. (1917) · The Journal of Philosophy, Psychology and Scientific Methods · doi:10.2307/2940197 · Cited by 6,772
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Learning by Expanding: An Activity-Theoretical Approach to Developmental Research
Engeström, Y. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139814744 · Cited by 4,991
Activity, consciousness, and personality
Леонтьев, А. Н., & Hall, M. J. (1978) · Medical Entomology and Zoology · Cited by 4,374
Perspectives on Activity Theory
(1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511812774 · Cited by 3,234
Context and consciousness: activity theory and human-computer interaction
(1996) · Choice Reviews Online · doi:10.5860/choice.33-5756 · Cited by 2,511
Salmon, G., & Salmon, G. (2004) · Routledge eBooks · doi:10.4324/9780203465424 · Cited by 2,201
Activity Theory as a Potential Framework for Human-Computer Interaction Research
Kuurti, K. (1995) · Context and Consciousness · doi:10.7551/mitpress/2137.003.0006 · Cited by 1,718
Research works printed but not linked: 2
- Helle, 2000, Disturbances and contradictions as tools for understanding work in the newsroom, Scandinavian Journal of Information Systems, 12, 81
- McMullin, B., & Munro, M. (2004). Moodle at DCU. Paper presented at EdTech 2004, the Fifth Annual Irish Educational Technology Users’ Conference. Last retrieved on 30 April 2007 from <http://odtl.dcu.ie/wp/2004/odtl-2004-01.html>.
Cited by
Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018) · Computational Intelligence and Neuroscience · doi:10.1155/2018/6347186 · Cited by 382
(2010) · Open Research Online (The Open University) · Cited by 320
Understanding academics' adoption of learning technologies: A systematic review
Liu, Q., Geertshuis, S., & Grainger, R. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103857 · Cited by 279
The death of the short-form physics essay in the coming AI revolution
Yeadon, W., Inyang, O.-O., Mizouri, A., Peach, A., & Testrow, C. P. (2023) · Physics Education · doi:10.1088/1361-6552/acc5cf · Cited by 199
The Death of the Short-Form Physics Essay in the Coming AI Revolution
Yeadon, W., Inyang, O.-O., Mizouri, A., Peach, A., & Testrow, C. (2022) · arXiv · doi:10.48550/arxiv.2212.11661 · Cited by 199
Metadata
- Authors
- Blin, F., & Munro, M.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2008-02
- Volume
- 50
- Issue
- 2
- Pages
- 475-490
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2162870238
- Cited by
- 482
- References
- 31
- FWCI
- 32.83
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. https://app.cochat.ai/papers/10.1016/j.compedu.2007.09.017
- The paper
- Blin, F., & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education. https://doi.org/10.1016/j.compedu.2007.09.017
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
