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ORCIDJournal of Computer Assisted Learning, Volume 22
Volume 22, Number 1, February 2006
- Ron Oliver:
Exploring a technology-facilitated solution to cater for advanced students in large undergraduate classes. 1-12 - Ola Berge, Annita Fjuk:
Understanding the roles of online meetings in a net-based course. 13-23 - Bracha Kramarski, Mary Gutman
:
How can self-regulated learning be supported in mathematical E-learning environments? 24-33 - Minna Puustinen, Michael Baker, K. Lund:
GESTALT: a framework for redesign of educational software. 34-46 - Margus Pedaste, Tago Sarapuu:
Developing an effective support system for inquiry learning in a Web-based environment. 47-62 - Cornelise Vreman-de Olde, Ton de Jong:
Scaffolding learners in designing investigation assignments for a computer simulation. 63-73 - George Palaigeorgiou, Theofanis Despotakis, Stavros N. Demetriadis, Ioannis A. Tsoukalas:
Synergies and barriers with electronic verbatim notes (eVerNotes): note taking and report writing with eVerNotes. 74-85
Volume 22, Number 2, April 2006
- Sarah Manlove, Ard W. Lazonder, Ton de Jong:
Regulative support for collaborative scientific inquiry learning. 87-98 - J. D. Bain, Carmel McNaught:
How academics use technology in teaching and learning: understanding the relationship between beliefs and practice. 99-113 - Gordon Simpson, Celia Hoyles, Richard Noss:
Exploring the mathematics of motion through construction and collaboration. 114-136 - Séverine Erhel, Éric Jamet:
Using pop-up windows to improve multimedia learning. 137-147
Volume 22, Number 3, June 2006
- R. Moreno:
Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. 149-158 - Karen Guldberg, Rachel M. Pilkington:
A community of practice approach to the development of non-traditional learners through networked learning. 159-171 - G. E. Krull, Brenda Mallinson, David A. Sewry:
Describing online learning content to facilitate resource discovery and sharing: the development of the RU LOM Core. 172-181 - Guglielmo Trentin:
The Xanadu project: training faculty in the use of information and communication technology for university teaching. 182-196 - Jorge Eduardo Villaverde, Daniela Godoy, Analía Amandi:
Learning styles' recognition in e-learning environments with feed-forward neural networks. 197-206 - K. H. Wang, Tzu-Hua Wang, W. L. Wang, S. C. Huang:
Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. 207-217 - B. O'Byrne, S. Securro, Ja'Shanna Jones, C. Cadle:
Making the cut: the impact of an integrated learning system on low achieving middle school students. 218-228
Volume 22, Number 4, August 2006
- Charles K. Crook:
Beyond the printed page. 229-230
- Tony Hall, Liam J. Bannon:
Designing ubiquitous computing to enhance children's learning in museums. 231-243 - Robert A. Ellis, Peter Goodyear, Michael Prosser, Agi O'Hara:
How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. 244-256 - Roy Barton, Terry Haydn:
Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching. 257-272 - Shengquan Yu, Minjuan Wang:
Modern distance education project for the rural schools of China: recent development and problems. 273-283 - C.-Y. Lai, C.-C. Wu:
Using handhelds in a Jigsaw cooperative learning environment. 284-297 - Juana M. Ortega-Tudela, C. J. Gómez-Ariza:
Computer-assisted teaching and mathematical learning in Down Syndrome children. 298-307
- D. Hoppe, Makiko Sadakata, Peter Desain:
Development of real-time visual feedback assistance in singing training: a review. 308-316
Volume 22, Number 5, October 2006
- Richard W. Joiner, Karen Littleton, C. Chou, Janet Morahan-Martin:
Gender and information communication technology. 317-319
- J. Cooper:
The digital divide: the special case of gender. 320-334 - Emma M. Mercier, Brigid Barron, Kieran M. O'Connor:
Images of self and others as computer users: the role of gender and experience. 335-348 - Linda Price:
Gender differences and similarities in online courses: challenging stereotypical views of women. 349-359 - R. O'Neill, Ann Colley:
Gender and status effects in student e-mails to staff. 360-367 - Jane Guiller, Alan Durndell:
'I totally agree with you': gender interactions in educational online discussion groups. 368-381 - Karen Littleton, Clare Wood, P. Chera:
Interactions with talking books: phonological awareness affects boys' use of talking books. 382-390
Volume 22, Number 6, December 2006
- Charles K. Crook:
JCAL submissions: on getting yourself 'online early'. 391
- Thomas Huk:
Who benefits from learning with 3D models? the case of spatial ability. 392-404 - Siu Cheung Li, Nancy Law, Andrew Kwok-Fai Lui:
Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science. 405-422 - Eric Jui-Lin Lu, Yi-Hui Chen:
Design of a delegable SCORM conformant learning management system. 423-436 - Djordje Kadijevich:
Achieving educational technology standards: the relationship between student teacher's interest and institutional support offered. 437-443 - J. N. Bassili:
Promotion and prevention orientations in the choice to attend lectures or watch them online. 444-455 - Carlo Perrotta:
Learning to be a psychologist: the construction of identity in an online forum. 456-466
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