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ORCIDJournal of Computer Assisted Learning, Volume 21
Volume 21, Number 1, February 2005
- Irma Heemskerk, Anouk Brink, Monique Volman
, Geert Ten Dam:
Inclusiveness and ICT in education: a focus on gender, ethnicity and social class. 1-16 - Eliane Segers, Ludo Verhoeven:
Long-term effects of computer training of phonological awareness in kindergarten. 17-27 - Asim Sakar, Gülcan Erçetin:
Effectiveness of hypermedia annotations for foreign language reading. 28-38 - Hanna Salovaara:
An exploration of students' strategy use in inquiry-based computer-supported collaborative learning. 39-52 - Timothy John Frederick Mitchell, Sherry Y. Chen, Robert D. Macredie:
Hypermedia learning and prior knowledge: domain expertise vs. system expertise. 53-64 - Shih-Wei Chou, Chien-Hung Liu:
Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. 65-76
Volume 21, Number 2, April 2005
- Gerry Stahl:
Group cognition in computer-assisted collaborative learning. 79-90 - Heather J. Smith, Steve Higgins, Kate Wall, Jen Miller:
Interactive whiteboards: boon or bandwagon? A critical review of the literature. 91-101 - Ian Hall, Steven E. Higgins:
Primary school students' perceptions of interactive whiteboards. 102-117 - Eileen C. Winter, Donna McGhie-Richmond:
Using computer conferencing and case studies to enable collaboration between expert and novice teachers. 118-129 - Daniela Sime, Mark Priestley:
Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education. 130-142 - Gordon Simpson, Celia Hoyles, Richard Noss:
Designing a programming-based approach for modelling scientific phenomena. 143-158
Volume 21, Number 3, June 2005
- Jeremy Roschelle, Mike Sharples, Tak-Wai Chan:
Introduction to the special issue on wireless and mobile technologies in education. 159-161
- Dan Corlett, Mike Sharples, Susan Bull, Tony Chan:
Evaluation of a mobile learning organiser for university students. 162-170 - Camila Cortez, Miguel Nussbaum, Ximena López, Patricio Rodríguez, Raúl A. Santelices, Ricardo Rosas, Vladimir Marianov:
Teachers' support with ad-hoc collaborative networks. 171-180 - Jen-Kai Liang, Tzu-Chien Liu, H.-Y. Wang, B. Chang, Yi-Chan Deng, Jie-Chi Yang, Chih-Yueh Chou, Hwa-Wei Ko, Stephen J. H. Yang, Tak-Wai Chan:
A few design perspectives on one-on-one digital classroom environment. 181-189 - Jeremy Roschelle, William R. Penuel, Louise Yarnall, Nicole Shechtman, Deborah G. Tatar:
Handheld tools that 'Informate' assessment of student learning in Science: a requirements analysis. 190-203 - Gerhard Schwabe, Christoph Göth:
Mobile learning with a mobile game: design and motivational effects. 204-216 - Patricia Thornton, Chris Houser:
Using mobile phones in English education in Japan. 217-228 - Michael Sung, Jonathan Gips, Nathan Eagle, Anmol Madan, Ron Caneel, Richard W. DeVaul, J. Bonsen, Alex Pentland:
Mobile-IT Education (MIT. EDU): m-learning applications for classroom settings. 229-237
Volume 21, Number 4, August 2005
- Robert A. Ellis, G. Marcus, R. Taylor:
Learning through inquiry: student difficulties with online course-based Material. 239-252 - Martin Weller, Chris Pegler, Robin Mason:
Students' experience of component versus integrated virtual learning environments. 253-259 - Gregor E. Kennedy, Quintin I. Cutts:
The association between students' use of an electronic voting system and their learning outcomes. 260-268 - S.-W. Chou:
Designing good institutional contexts for innovation in a technology-mediated learning environment. 269-280 - Ulrike Cress:
Ambivalent effect of member portraits in virtual groups. 281-291 - Charoula Angeli, Nicos Valanides:
Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. 292-302 - C.-H. Wang:
Questioning skills facilitate online synchronous discussions. 303-313
- Roger Hartley:
Interactive Dramaturgies: New Approaches in Multimedia Content and Design. 314
Volume 21, Number 5, October 2005
- Neil Jacobs, Angela McFarlane:
Conferences as learning communities: some early lessons in using 'back-channel' technologies at an academic conference - distributed intelligence or divided attention? 317-329 - George Palaigeorgiou, Panagiotis Siozos, Nikos I. Konstantakis, Ioannis A. Tsoukalas:
A computer attitude scale for computer science freshmen and its educational implications. 330-342 - S. Walker, Linda Creanor:
Crossing complex boundaries: transnational online education in European trade unions. 343-354 - Hans G. K. Hummel, Daniel Burgos, Colin Tattersall, Francis Brouns, Hub Kurvers, Rob Koper:
Encouraging contributions in learning networks using incentive mechanisms. 355-365 - Oleg Liber:
Learning objects: conditions for viability. 366-373 - Ying-Tien Wu, Chin-Chung Tsai:
Information commitments: evaluative standards and information searching strategies in web-based learning environments. 374-385
Volume 21, Number 6, December 2005
- Will Wai-Kit Ma, Robert Andersson, Karl-Oskar Streith:
Examining user acceptance of computer technology: an empirical study of student teachers. 387-395 - J. Pearson, S. Trinidad:
OLES: an instrument for refining the design of e-learning environments. 396-404 - Agneta Gulz:
Social enrichment by virtual characters - differential benefits. 405-418 - Qingping He, Peter Tymms:
A computer-assisted test design and diagnosis system for use by classroom teachers. 419-429 - Eileen Scanlon, Kim Issroff:
Activity Theory and Higher Education: evaluating learning technologies. 430-439 - C. Tompsett:
Reconfigurability: creating new courses from existing learning objects will always be difficult! 440-448
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