The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now?
Abstract
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. Two important themes, learner participation and creativity and online identity formation, emerged from this analysis and support a new wave of research questions. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.
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
Social network sites: definition, history, and scholarship
boyd, D. M., & Ellison, N. B. (2007) · Journal of Computer-Mediated Communication · doi:10.1111/j.1083-6101.2007.00393.x · Cited by 16,251
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“Like the notions of situated learning and cognitive apprenticeship (Brown, Collins, & Duguid, 1989), which posit learning as located in contexts and relationships rather than merely in the minds of individuals, sociocultural and sociohistorical theories are based on the assumption that learning…”
BackgroundEllison, N. B., Steinfield, C., & Lampe, C. (2007) · Journal of Computer-Mediated Communication · doi:10.1111/j.1083-6101.2007.00367.x · Cited by 9,939
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
Livingstone, S. (2008) · New Media & Society · doi:10.1177/1461444808089415 · Cited by 1,780
Informal learning and identity formation in online social networks
Greenhow, C., & Robelia, B. (2009) · Learning, Media and Technology · doi:10.1080/17439880902923580 · Cited by 456
Self-citationKuiper, E., Volman, M., & Terwel, J. (2005) · Review of Educational Research · doi:10.3102/00346543075003285 · Cited by 273
Greenhow, C., & Belbas, B. (2007) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-007-9023-3 · Cited by 60
Self-citation
Cited by
Three generations of distance education pedagogy
Anderson, T., & Dron, J. (2011) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v12i3.890 · Cited by 1,187
Informal learning and identity formation in online social networks
Greenhow, C., & Robelia, B. (2009) · Learning, Media and Technology · doi:10.1080/17439880902923580 · Cited by 456
Self-citationGender divide and acceptance of collaborative Web 2.0 applications for learning in higher education
Huang, W.-H. D., Hood, D. W., & Yoo, S. J. (2013) · The Internet and Higher Education · doi:10.1016/j.iheduc.2012.02.001 · Cited by 287
Development of a problem-based learning model via a virtual learning environment
Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017) · Kasetsart Journal of Social Sciences · doi:10.1016/j.kjss.2017.01.001 · Cited by 246
(2013) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 215
Al-Rahmi, W. M., & Zeki, A. M. (2017) · Journal of King Saud University - Computer and Information Sciences · doi:10.1016/j.jksuci.2016.09.002 · Cited by 214
Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146812012200602 · Cited by 162
Self-citationConsequences of cognitive offloading: Boosting performance but diminishing memory
Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2021) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218211008060 · Cited by 147
“Tablets and smartphones are examples of such modern technical tools, and they have become ubiquitous in everyday life (Greenhow et al., 2009).”
Background(2013) · The Journal of Postsecondary Education and Disability · Cited by 125
Asterhan, C. S. C., & Rosenberg, H. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.02.003 · Cited by 118
Exploring students’ purposes of usage and educational usage of Facebook
Manasijević, D., Živković, D., Arsić, S., & Milošević, I. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.02.087 · Cited by 91
Propaganda in an age of algorithmic personalization: Expanding literacy research and practice
Hobbs, R. (2020) · Reading Research Quarterly · doi:10.1002/rrq.301 · Cited by 85
Motivating Students to Learn AI Through Social Networking Sites: A Case Study in Hong Kong
Ng, T. K., & Chu, K. W. (2021) · Online Learning · doi:10.24059/olj.v25i1.2454 · Cited by 80
Cho, V., & Wayman, J. C. (2014) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811411600203 · Cited by 75
Deriving a typology of Web 2.0 learning technologies
Bower, M. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12344 · Cited by 56
Al-rahmi, W. M., Othman, M. S., & Mi Yusuf, L. (2015) · Mediterranean Journal of Social Sciences · doi:10.5901/mjss.2015.v6n4s1p193 · Cited by 43
Do social networking technologies have a place in formal learning environments?
Rosenfeld Halverson, E. (2011) · On the Horizon · doi:10.1108/10748121111107717 · Cited by 41
Muirhead, K., Macaden, L., Smyth, K., Chandler, C., Clarke, C., Polson, R., & O’Malley, C. (2021) · Systematic Reviews · doi:10.1186/s13643-021-01781-8 · Cited by 32
Elfeky, A. I. M. (2019) · Innovations in Education and Teaching International · doi:10.1080/14703297.2018.1534601 · Cited by 33
Web 2.0 Araçları ile İlgili Eğitim Çalışmalarının İncelenmesi
YAZICI, S., OCAK, İ., & BOZKURT, M. (2021) · Eğitim ve Toplum Araştırmaları Dergisi · doi:10.51725/etad.1009299 · Cited by 12
KURT, A. A., TELLİ, E., BARDAKCI, S., SARSAR, F., ORHAN GÖKSÜN, D., & FİLİZ, O. (2022) · Anadolu Journal of Educational Sciences International · doi:10.18039/ajesi.1014101 · Cited by 7
(2019) · Cited by 6
Online “iDentity” Formation and the High School Theatre Trip
Richardson, J. M. (2017) · McGill Journal of Education · doi:10.7202/1038602ar · Cited by 4
Metadata
- Authors
- Greenhow, C., Robelia, B., & Hughes, J. E.
- Venue
- Educational Researcher
- Published
- 2009-05
- Volume
- 38
- Issue
- 4
- Pages
- 246-259
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2122285664
- Cited by
- 1,161
- References
- 8
- FWCI
- 214.50
- Type
- journal article
- Language
- en
- Open access
- closed
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
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.
