Greene’s research focuses upon particular aspects of digital literacy, such as student cognition, regulation and beliefs in science and history domains. Specifically, he studies self-regulated learning, or how students’ knowledge, beliefs and characteristics interact with their ability to actively and adaptively monitor and control their learning, motivation, behavior and context. He also examines epistemic cognition, or how students think about knowledge and the ways in which those views influence learning. He is also interested in the interactions among self-regulated learning, student beliefs, and online learning. His recently funded projects include a study of how students self-regulate while using digital libraries, and investigations of how classroom discourse can be used to foster critical-analytic thinking, epistemic cognition, and learning outcomes. His research includes both experimental and non-experimental designs as well as quantitative, qualitative and mixed-methods methods. Greene publishes his research in professional journals including Educational Psychologist, the Journal of Educational Psychology, Contemporary Educational Psychology, Review of Educational Research, Journal of Educational Computing Research and Instructional Science.
Greene is Associate Editor of Metacognition & Learning, and is on the editorial board of Educational Psychologist, Contemporary Educational Psychology, Science Education, and The Journal of Experimental Education. He is a member of several professional organizations, including the American Psychological Association, the American Educational Research Association, the International Society of Learning Sciences, and Sigma Xi: The Scientific Research Society.