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Open Learning: The Journal of Open, Distance and e-Learning Volume 25, 2010 - Issue 2
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Original Articles

Facilitating new forms of discourse for learning and teaching: harnessing the power of Web 2.0 practices

Gráinne Conole The Open University, Milton Keynes, UKCorrespondence[email protected]
Pages 141-151 | Published online: 26 May 2010

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Betul C. Czerkawski. (2016) Networked learning: design considerations for online instructors. Interactive Learning Environments 24:8, pages 1850-1863.
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Nathaniel Owen, Alison Fox & Terese Bird. (2016) The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media. International Journal of Research & Method in Education 39:2, pages 170-193.
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Janice L. Anderson & Julie E. Justice. (2015) Disruptive design in pre-service teacher education: uptake, participation, and resistance. Teaching Education 26:4, pages 400-421.
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Lisette Toetenel. (2014) Social networking: a collaborative open educational resource. Computer Assisted Language Learning 27:2, pages 149-162.
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Anne Gaskell. (2011) What helps learners make the most of new technologies?. Open Learning: The Journal of Open, Distance and e-Learning 26:3, pages 187-190.
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Philippa Gerbic. (2011) Teaching using a blended approach – what does the literature tell us?. Educational Media International 48:3, pages 221-234.
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Articles from other publishers (26)

Tom Olney & Carlton Wood. (2023) Using the Theory of Practice Architectures to establish what it means to “do” learning design, and the arrangements that enable and constrain practice. Frontiers in Education 8.
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Jessica Lichy. (2023) Managing consumption for a cleaner future… but what’s in it for me?. Question(s) de management n° 43:2, pages 89-104.
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Erhan ÜNAL. (2022) Exploring the Effect of Collaborative Learning on Teacher Candidates’ Intentions to Use Web 2.0 Technologies. International Journal of Contemporary Educational Research 7:2, pages 1-14.
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Jessica Lichy & Margot Racat. (2021) Tracing Digital Fragmentation at the User Level: Gen Y & Gen Z from a European PerspectiveTracer la fragmentation numérique au niveau de l’utilisateur : la génération Y et la génération Z dans une perspective européenneRastreando la fragmentación digital a nivel de usuario: La Generación Y y la Generación Z desde una perspectiva europea. Management international 25:spécial, pages 124.
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Astrid van Twillert, Karel Kreijns, Marjan Vermeulen & Arnoud Evers. (2020) Teachers’ beliefs to integrate Web 2.0 technology in their pedagogy and their influence on attitude, perceived norms, and perceived behavior control. International Journal of Educational Research Open 1, pages 100014.
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Saida Affouneh & Zuheir N. Khlaif. 2020. Radical Solutions and Open Science. Radical Solutions and Open Science 57 67 .
Ahmed AL-RABAANI & Fathiya AL-WAHAIB. (2019) FEMALE STUDENT ACHIEVEMENT USING EDMODO IN THE ELEVENTH-GRADE ECONOMIC GEOGRAPHY CURRICULUM IN OMAN. Journal of Technology and Information 11:1, pages 38-46.
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Esra Açikgül Firat & Mustafa Serdar Köksal. (2019) Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. Computers & Education 135, pages 61-74.
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Charu Saini & Jessy Abraham. (2019) Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation. Computers & Education 128, pages 243-255.
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Shalin Hai-JewShalin Hai-Jew. 2019. Designing Instruction For Open Sharing. Designing Instruction For Open Sharing 465 497 .
Esteban Vázquez-Cano & M.ª Luisa Sevillano García. 2018. Climate Literacy and Innovations in Climate Change Education. Climate Literacy and Innovations in Climate Change Education 341 357 .
Ângelo Jesus, Maria João Gomes & Agostinho Cruz. (2017) Blended versus face‐to‐face: comparing student performance in a therapeutics class. IET Software 11:3, pages 135-140.
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Esra Açıkgül Fırat & Mustafa Serdar Köksal. (2017) The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior 70, pages 44-50.
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Linda Bradley, Nataliya Berbyuk Lindström & Sylvana Sofkova Hashemi. (2017) Integration and Language Learning of Newly Arrived Migrants Using Mobile Technology. Journal of Interactive Media in Education 2017:1, pages 3.
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Alison Fox & Terese Bird. (2015) The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies 22:2, pages 647-675.
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Muriel Wells & Charlotte Holland. 2017. Blended Learning. Blended Learning 29 47 .
Lisette Toetenel & Bart Rienties. (2016) Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making. British Journal of Educational Technology 47:5, pages 981-992.
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Angelo Jesus, Maria Joao Gomes & Agostinho Cruz. (2016) Case based learning for therapeutics: Student's performance in face to face vs blended learning. Case based learning for therapeutics: Student's performance in face to face vs blended learning.
Muriel Wells & Charlotte Holland. 2016. Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age 1 18 .
Eileen O'Donnell, Séamus Lawless, Mary Sharp & Vincent P. Wade. (2015) A Review of Personalised E-Learning. International Journal of Distance Education Technologies 13:1, pages 22-47.
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Adhi Susilo & David Kaufman. (2014) Exploring Facebook (FB) as an Online Tutorial Complement in Distance Education. International Journal of Online Pedagogy and Course Design 4:4, pages 60-75.
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Francis Otto & Shirley Williams. (2014) Official use of social network sites by African universities. Official use of social network sites by African universities.
Esyin Chew. (2014) “To listen or to read?” Audio or written assessment feedback for international students in the UK. On the Horizon 22:2, pages 127-135.
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Adriana Gewerc-Barujel, Lourdes Montero-Mesa & Manuel Lama-Penín. (2014) Collaboration and social networking in Higher education. Comunicar 21:42, pages 55-63.
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Anders D. Olofsson, J. Ola Lindberg & Trond Eiliv Hauge. (2011) Blogs and the design of reflective peer‐to‐peer technology‐enhanced learning and formative assessment. Campus-Wide Information Systems 28:3, pages 183-194.
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Linda Wilks & Nick Pearce. 2011. Teaching Arts and Science with the New Social Media. Teaching Arts and Science with the New Social Media 241 263 .

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