Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations

2009 ◽  
Vol 38 (4) ◽  
pp. 280-283 ◽  
Author(s):  
Christine Greenhow ◽  
Beth Robelia ◽  
Joan E. Hughes
Keyword(s):  
Web 2.0 ◽  
Research Agenda ◽  
Research Capacity ◽  
Classroom Research ◽  
Future Research ◽  
The Internet ◽  
Building Research ◽  
Learning And Teaching ◽  
The Past ◽  
Learning And Instruction

In the past decade, significant shifts have occurred in the nature of the Internet and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction and paths for future research. In this article, the authors build on three ideas set forth in comments on their article “Web 2.0 and Classroom Research: What Path Should We Take Now?” The authors believe that these comments, which extend ideas from their initial article, make important contributions to the vision for transformative scholarship and practice they outlined. Specifically, the authors discuss the professional development of teachers, considerations for building research capacity and social scholarship, and the importance of bridging divides to advance a common research agenda on learning and teaching with Web 2.0.

Learning, Teaching, and Scholarship in a Digital Age

2009 ◽  
Vol 38 (4) ◽  
pp. 246-259 ◽  
Author(s):  
Christine Greenhow ◽  
Beth Robelia ◽  
Joan E. Hughes
Keyword(s):  
Web 2.0 ◽  
Identity Formation ◽  
Future Research ◽  
New Wave ◽  
Learning And Teaching ◽  
Learner Participation ◽  
Research Questions ◽  
Educational Scholarship ◽  
The Web ◽  
Learning And Instruction

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.

Gaining a Past, Losing a Future: Web 2.0 and Internet Historicity

2012 ◽  
Vol 143 (1) ◽  
pp. 99-109 ◽  
Author(s):  
Matthew Allen
Keyword(s):  
Popular Culture ◽  
Web 2.0 ◽  
First Century ◽  
The Internet ◽  
Historical Interpretation ◽  
Web 3.0 ◽  
The Past ◽  
The Future ◽  
Or Practice ◽  
The Web

This article explore how, in the first decade of the twenty-first century, the internet became historicised, meaning that its public existence is now explicitly framed through a narrative that locates the current internet in relation to a past internet. Up until this time, in popular culture, the internet had been understood mainly as the future-in-the-present, as if it had no past. The internet might have had a history, but it had no historicity. That has changed because of Web 2.0, and the effects of Tim O'Reilly's creative marketing of that label. Web 2.0, in this sense not a technology or practice but the marker of a discourse of historical interpretation dependent on versions, created for us a second version of the web, different from (and yet connected to) that of the 1990s. This historicising moment aligned the past and future in ways suitable to those who might control or manage the present. And while Web 3.0, implied or real, suggests the ‘future’, it also marks out a loss of other times, or the possibility of alterity understood through temporality.

From “Cyberterrorism” to “Online Radicalism”

2014 ◽  
pp. 198-217
Author(s):  
Maura Conway
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Digital Video ◽  
User Generated Content ◽  
The Internet ◽  
Counter Terrorism ◽  
The Past ◽  
Violent Extremism

This chapter explores the changes that have taken place in the role and functioning of the Internet in terrorism and counter-terrorism in the past decade. It traces the shift in focus from a preoccupation with the threat of so-called “cyberterrorism” in the period pre- and immediately post-9/11 to the contemporary emphasis on the role of the Internet in processes of violent radicalization. The cyberterrorism threat is explained as over-hyped herein, and the contemporary focus, by researchers and policymakers, on the potential of the Internet as a vehicle for violent radicalization viewed as more appropriate albeit not without its difficulties. This change in emphasis is at least partially predicated, it is argued, on the significant changes that occurred in the nature and functioning of the Internet in the last decade: the advent of Web 2.0, with its emphasis on social networking, user generated content, and digital video is treated as particularly salient in this regard. Description and analysis of both “negative” and “positive” Internet-based Counter Violent Extremism (CVE) and online counterterrorism measures and their evolutions are also supplied.

Economic Sanctions in Flux: Enduring Challenges, New Policies, and Defining the Future Research Agenda

2020 ◽  
Vol 21 (4) ◽  
pp. 438-477
Author(s):  
Bryan R Early ◽  
Menevis Cilizoglu
Keyword(s):  
Research Agenda ◽  
State Of The Art ◽  
Economic Sanctions ◽  
Future Research ◽  
Factors Affecting ◽  
The Past ◽  
Future Research Agenda ◽  
Policy Tool ◽  
Wide Range ◽  
New Policies

Abstract Policymakers employ economic sanctions to deal with a wide range of international challenges, making them an indispensable foreign policy tool. While scholarship on sanctions has tended to focus on the factors affecting their success, newer research programs have emerged that explore the reasons for why sanctions are threatened and initiated, the ways they are designed and enforced, and their consequences. This scholarship has yielded a wealth of new insights into how economic sanctions work, but most of those insights are based on sanctions observations from the 20th Century. The ways that policymakers employ sanctions have fundamentally changed over the past two decades, though, raising concerns about whether historically derived insights are still relevant to contemporary sanctions policies. In this forum, the contributors discuss the scholarly and policy-relevant insights of existing research on sanctions and then explore what gaps remain in our knowledge and new trends in sanctions policymaking. This forum will inform readers on the state of the art in sanctions research and propose avenues for future research.

scholarly journals Creating New Ventures: A Review and Research Agenda

2020 ◽  
Vol 47 (1) ◽  
pp. 11-42 ◽  
Author(s):  
Dean A. Shepherd ◽  
Vangelis Souitaris ◽  
Marc Gruber
Keyword(s):  
Organizational Behavior ◽  
Social Relationships ◽  
Research Agenda ◽  
New Ventures ◽  
New Venture ◽  
Future Research ◽  
The Past ◽  
Road Map ◽  
Organizational Emergence ◽  
Founding Team

Creating new ventures is one of the most central topics to entrepreneurship and is a critical step from which many theories of management, organizational behavior, and strategic management build. Therefore, this review and proposed research agenda are relevant to not only entrepreneurship scholars but also other management scholars who wish to challenge some of the implicit assumptions of their current streams of research and extend the boundaries of their current theories to earlier in the organization’s life. Given that the last systematic review of the topic was published 16 years ago, and that the topic has evolved rapidly over this time, an overview and research outlook are long overdue. From our review, we inductively generated 10 subtopics: (a) lead founder, (b) founding team, (c) social relationships, (d) cognitions, (e) emergent organizing, (f) new-venture strategy, (g) organizational emergence, (h) new-venture legitimacy, (i) founder exit, and (j) entrepreneurial environment. These subtopics are then organized into three major stages of the entrepreneurial process: co-creating, organizing, and performing. Together, the framework provides a cohesive story of the past and a road map for future research on creating new ventures, focusing on the links connecting these subtopics.

scholarly journals Posing the million dollar question: What happens after graduation?

2017 ◽  
Vol 11 (1) ◽  
pp. 80 ◽  
Author(s):  
Alison J. Head
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Information Seeking ◽  
Research Agenda ◽  
Academic Librarians ◽  
Future Research ◽  
The Past ◽  
The World ◽  
And Training ◽  
Literacy Research

This paper reflects on the increase of information literacy research about the workplace and lifelong learning during the past 10 years. Librarians have long held that lifelong learning is the goal of information literacy instruction and training, but until the last decade, there has been a paucity of research about the information-seeking behaviour of students after they graduate. The origins and drivers of this shift in the research agenda are examined, drawing on US research studies by Project Information Literacy (PIL), and related research from around the world. Key takeaways from this body of work are discussed in addition to the implications findings have for academic librarians teaching and working with university students. Directions for future research are identified and discussed.

On Ambient Information Systems

2010 ◽  
pp. 145-155
Author(s):  
William R. Hazlewood ◽  
Lorcan Coyle
Keyword(s):  
Information Systems ◽  
Web 2.0 ◽  
Physical Environment ◽  
Information Overload ◽  
Signal To Noise Ratio ◽  
Physical World ◽  
Research Community ◽  
Future Research ◽  
The Internet ◽  
Signal To Noise

The rise of the Internet, the ever increasing ubiquity of data, and its low signal-to-noise ratio have contributed to the problem of information overload, whereby individuals have access to more data than they can assimilate into meaningful and actionable information. Much of the success of Web 2.0 has been achieved after an effective tackling of this problem. Ambient Information Systems take the battle into the physical world by integrating information into the physical environment in a non-intimidating and non-overloading fashion. After two international workshops on Ambient Information Systems, we outline our vision for the field, consolidate a new definition, identify the key concerns of the research community, and issue a call to arms for future research.

Nonfamily Members in Family Firms: A Review and Future Research Agenda

2017 ◽  
Vol 31 (1) ◽  
pp. 54-79 ◽  
Author(s):  
William Tabor ◽  
James J. Chrisman ◽  
Kristen Madison ◽  
James M. Vardaman
Keyword(s):  
Research Agenda ◽  
Family Firms ◽  
Future Research ◽  
The Past ◽  
Future Research Agenda ◽  
Body Of Knowledge

The study of the roles, impact, and challenges associated with nonfamily members in family firms has generated considerable attention in the literature. To gain an appreciation of this body of knowledge, we systematically review 82 articles on nonfamily members in family firms that were published in 34 journals over the past three decades. We synthesize the literature according to three broad, yet overlapping themes: preemployment considerations, employment considerations, and outcomes of nonfamily employment. We then offer a future research agenda that integrates these themes to guide the advancement of knowledge on nonfamily members in family firms.

scholarly journals Female Volunteer Coaches in Community Sport: A Scoping Review and Research Agenda

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Haley Baxter ◽  
Russell Hoye ◽  
Pam Kappelides
Keyword(s):  
Scoping Review ◽  
Research Agenda ◽  
Sport Participation ◽  
Future Research ◽  
Female Volunteer ◽  
Retention Performance ◽  
Community Sport ◽  
The Past ◽  
Volunteer Coaches ◽  
Sport Coaches

Over the past two decades there has been an increase in female sport participation in countries around the world, however, this has not been matched with an increase in the number of females volunteering to coach at the community level of sport. This paper uses a scoping review methodology to synthesize and analyze the extant research published on female volunteer community sport coaches, to identify gaps in the existing literature, and to provide directions for future research. It identifies a general lack of reported research on female volunteer coaches within community levels of sport and reports that existing research has focused on five themes: female volunteer coach motives, barriers, values, supports, and retention. The paper proposes a research agenda focused on seven key themes: policy and governance, coaching pathways, recruitment, retention, performance, stress and wellbeing, and support, as well as suggestions for research methods to explore these themes.

scholarly journals An Overview and Synthesis of Research on English Loanwords in Japanese

2020 ◽  
Vol 9 (1) ◽  
pp. 33-50
Author(s):  
David Allen ◽  
Keyword(s):  
Language Learning ◽  
Future Research ◽  
Reference List ◽  
Attitudes And Beliefs ◽  
Learning And Teaching ◽  
Wide Range ◽  
International Learning ◽  
Published Research ◽  
Japanese English ◽  
Learning And Instruction

Loanwords in Japanese that share form and meaning with English words are referred to as Japanese-English cognates (e.g., ラジオ /radӡio/ “radio”) and are of fundamental concern for researchers concerned with vocabulary learning and instruction. This concern is reflected in the growing body of research into Japanese-English cognates in applied linguistics, which has addressed a wide range of questions in different contexts and with various methodologies. However, the research relevant to applied linguists appears not only in various domestic and international learning- and teaching-focused publications, but also in the feeder disciplines of linguistics, sociolinguistics and psycholinguistics. Consequently, identifying published research on Japanese-English cognates presents a considerable challenge for the applied linguist, which may in turn hinder progression in the field. Therefore, this article reports a comprehensive yet non-exhaustive literature search, which yielded a corpus of 130 research publications, for which a full reference list is provided. Furthermore, an overview and synthesis of the research is given, illustrating how cognates are typically treated in the feeder disciplines and in studies focusing on language learning and/or teaching, and assessment. Based on this synthesis, the following key areas for future research are identified: learners’ identification and use of cognates in English, their knowledge of loanwords in Japanese, their attitudes and beliefs towards cognates, researchers’ categorisation of cognates, whether classroom teaching approaches to cognates impact learning outcomes, and the extent of the cognate advantage in a range of assessment formats.

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