Towards Research 2.0: The Influence of Digital and Online

Tools in Academic Research

Ramona BRANVlad CHIRIAC

Gabriela GROSSECK

West University of Timisoara, Romania

??? digital academic research ??? Web 2.0 technologies have infiltrated the academic environment, causing a considerable shift to digital academic research (using digital tools for research and writing).

The main objective of our communication is to investigate the effects of integrating diverse digital and Web 2.0 tools and resources in research and in the construction of academic texts.

Our questions:

What is Research 2.0? Which digital/online tools

have we used with our students?

What are the challenges for academic research when using Web 2.0 tools?

How do digital tools shape academic research?

Some definitions …. Sakraida, Spotanski and Skiba (2010): “In a sense, Web 2.0, as applied to

the research study effort, evolves into Research 2.0”. Duval et al. (2010): “Research 2.0 is in essence a Web 2.0 approach to how

we do research. Research 2.0 creates conversations between researchers, enables them to discuss their findings and connects them with others. Thus, Research 2.0 can accelerate the diffusion of knowledge”, “improve practices and increase participation and collaboration”.

Koltay et al (2014): Research 2.0 “refers to new approaches in research that promote collaborative knowledge construction, rely on providing online access to raw results, theories and ideas, and focus on the opening up of the research process”.

Which digital / online tools have we used with

our students?

Our main aim is to teach students how to use several Web 2.0/social media tools and apps in their research activities in order to strengthen 21st century students’ digital literacy and empower them to be better researchers.As a result of our teaching experience, we compiled a list of digital tools that have the potential to assist teachers and students alike in the Research 2.0 process (development and sharing of ideas, cooperative planning, collaborative writing, the publication of writing in a digital mode, sharing results).

The Research 2.0 Cycle for Academic Writing

• MSWORD• Google docs, Padlet• Blogger, Wordpress,

• Tumblr, Penzu• About.me, Strikingly,

Weebly

• Slideshare, Scribd, Issuu• Academia.edu, ResearchGate• Journal Guide• Journal Analysis

• Academia.edu, ResearchGate, figshare

• Facebook, Twitter, Linkedin

• Google scholar, Google books, Microsoft Academic Research

• EBSCO, Proquest, Scopus• Mendeley, EndNote, BibMe, Zotero,

CiteULike• Coggle, Mindomo, Mindmeister READ CONNECT

WRITEPUBLISH

MOOC

According to Thompson (2011), MOOC brings a new “model for delivering learning content online to virtually any person - and as many of them - who wants to take the course” having as central characteristics the learner-centered, open access and scalability approach e.g. Coursera, edX, FutureLearn etc.

What are the challenges for academic research when using

Web 2.0 tools?

Despite the fact that students use all kind of devices and apps on a daily basis, they still lack digital literacy (the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices).

They often confuse digital literacy and basic ICT competencies (technical abilities to use a computer/other devices, different platforms for learning, etc.)

Knowing how to cope with different risk situations in the online world (cyberbullying, plagiarism, cheating, illegal software download).

How do digital tools shape academic ?Integrating digital tools in research can: motivate students and thus support learning connect with their interests and experiences, but teach them how to make the

switch from informal style to formal writing assignments enhance key components of effective research skills and writing instruction work collaboratively with their peers and share their work with varied audiences educate them about issues such as plagiarism and fair use (CC licenses and

Turnitin) improve their digital literacy.

FINAL REMARKS

It is important to start from what our students already know about the various existing digital environments, and build academic research competencies. We showed them how to properly use Web 2.0 and social media when conducting research: read, collaborate, write, publish.We explained that the research process should not end with publication. They can evaluate their research in at least two ways: technical (Did I use the best digital tools?) and content (peer review).