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Cited by 39Educational Technology in LearningOnline and Blended LearningDigital Communication and Language

The DOI matches its Crossref record; 34 of the 35 references it cites were found in a registry or an index.

The importance of elementary school students’ social chat online: Reconceptualising the curriculum

Maher, Damian·2009·Computers & Education
DOI 10.1016/j.compedu.2009.03.009
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Overview

Integrity signals

Registry

Crossref · 10.1016/j.compedu.2009.03.009

Cites

34 of 34 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 35 references

Research works printed but not linked: 2

  1. Maher, 2004, Getting access to the “underground” – Young people’s informal online interactions and the implications for classroom practice, Australian Educational Computing, 19, 18
  2. Thompson, 2000, A collaborative e-mail mentoring program for elementary school, Professional School Counselling, 4, 71

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Metadata

Authors
Maher, D.
Affiliations
University of Technology Sydney (AU)
Corresponding author
Maher, Damian
ORCID
Maher, Damian
Venue
Computers & Education
Publisher
Elsevier BV
Published
2009-09
Volume
53
Issue
2
Pages
511-516
ISSN
0360-1315 (ISSN-L)
DOI
10.1016/j.compedu.2009.03.009
OpenAlex
W2029978013
Cited by
39
References
35
Citations by year
2021: 1 · 2015: 30 · 2014: 2 · 2013: 3
FWCI
2.64
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Computers & Education (publishedVersion)
  • UTS ePRESS (University of Technology Sydney) (submittedVersion)
Topics
  • Social Sciences › Education › Educational Technology in Learning
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Linguistics and Language › Digital Communication and Language
Keywords
online learning, elementary school students, curriculum development, online communication, informal learning, curriculum evaluation, internet in education

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 ›

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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.