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ORCIDJournal of Computer Assisted Learning, Volume 23
Volume 23, Number 1, February 2007
- Pierre Dillenbourg, Pierre Tchounikine:
Flexibility in macro-scripts for computer-supported collaborative learning. 1-13 - Lydia Plowman
, Christine Stephen:
Guided interaction in pre-school settings. 14-26 - Christine Merrell, Peter Tymms:
Identifying reading problems with computer-adaptive assessments. 27-35 - Tim L. Wentling, Ji-Hye Park, Chad Peiper:
Learning gains associated with annotation and communication software designed for large undergraduate classes. 36-46 - Jo Horne:
Gender differences in computerised and conventional educational tests. 47-55 - Piret Luik:
Characteristics of drills related to development of skills. 56-68 - Martin Dzbor, Arthur Stutt, Enrico Motta, Trevor D. Collins:
Representations for semantic learning webs: Semantic Web technology in learning support. 69-82
Volume 23, Number 2, April 2007
- Neil Selwyn:
The use of computer technology in university teaching and learning: a critical perspective. 83-94 - Sangchul Oh, David H. Jonassen:
Scaffolding online argumentation during problem solving. 95-110
- Wouter R. van Joolingen, Ton de Jong, Angelique Dimitrakopoulou:
Issues in computer supported inquiry learning in science. 111-119 - Zacharias C. Zacharia:
Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits. 120-132 - Christof Wecker, Carmen Kohnle, Frank Fischer:
Computer literacy and inquiry learning: when geeks learn less. 133-144 - Marios Papaevripidou, Constantinos P. Constantinou, Zacharias C. Zacharia:
Modeling complex marine ecosystems: an investigation of two teaching approaches with fifth graders. 145-157 - Marida Ergazaki, Vassiliki Zogza, Vassilis Komis:
Analysing students' shared activity while modeling a biological process in a computer-supported educational environment. 158-168
Volume 23, Number 3, June 2007
- Tzu-Hua Wang:
What strategies are effective for formative assessment in an e-learning environment? 171-186 - Mei-Mei Chang:
Enhancing web-based language learning through self-monitoring. 187-196 - Jo Tondeur, Johan van Braak, Martin Valcke:
Towards a typology of computer use in primary education. 197-206 - Ozcan Konur:
Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rights. 207-219 - Yanghee Kim, Amy L. Baylor, E. Shen:
Pedagogical agents as learning companions: the impact of agent emotion and gender. 220-234 - Karen Kear, Nick W. Heap:
'Sorting the wheat from the chaff': investigating overload in educational discussion systems. 235-247 - Ofra Korat, Adina Shamir:
Electronic books versus adult readers: effects on children's emergent literacy as a function of social class. 248-259 - Sung-il Kim, M. Yoon, S.-M. Whang, Barbara Tversky, Julie Bauer Morrison:
The effect of animation on comprehension and interest. 260-270 - Helge I. Strømsø, P. Grøttum, Kirsten Hofgaard Lycke:
Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication. 271-282
Volume 23, Number 4, August 2007
- Mike Sharples:
Introduction to Special Issue of JCAL on mobile learning. 283-284 - Chen-Chung Liu, Lin-Chuan Kao:
Do handheld devices facilitate face-to-face collaboration? Handheld devices with large shared display groupware to facilitate group interactions. 285-299 - Eli M. Morken, Monica Divitini, Ove Kristian Haugaløkken:
Enriching spaces in practice-based education to support collaboration while mobile: the case of teacher education. 300-311 - Sanaz Fallahkhair, Lyn Pemberton, Richard N. Griffiths:
Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. 312-325 - Chih-Hung Lai, Jie-Chi Yang, Fei Ching Chen, Chin-Wen Ho, Tak-Wai Chan:
Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices. 326-337 - Gerhard Fischer, Shin'ichi Konomi:
Innovative socio-technical environments in support of distributed intelligence and lifelong learning. 338-350
Volume 23, Number 5, October 2007
- Manuela Delfino, Donatella Persico:
Online or face-to-face? Experimenting with different techniques in teacher training. 351-365 - Robin H. Kay:
A formative analysis of how preservice teachers learn to use technology. 366-383 - Catherine Bolman, Colin Tattersall, Wim Waterink, José Janssen, Bert van den Berg, René van Es, Rob Koper:
Learners' evaluation of a navigation support tool in distance education. 384-392 - Fleur Ruth Prinsen, Monique Volman, Jan Terwel:
Gender-related differences in computer-mediated communication and computer-supported collaborative learning. 393-409 - Zvia Fund:
The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs. 410-424 - Hans Christian Arnseth, Roger Säljö:
Making sense of epistemic categories. Analysing students' use of categories of progressive inquiry in computer mediated collaborative activities. 425-439 - Matt Dunleavy, Sara Dexter, Walter F. Heinecke:
What added value does a 1: 1 student to laptop ratio bring to technology-supported teaching and learning? 440-452
Volume 23, Number 6, December 2007
- Andrew Ravenscroft:
Promoting thinking and conceptual change with digital dialogue games. 453-465 - Hui-Jen Yang, Yun-Long Lay, Yi-Chin Liou, Wen-Yu Tsao, Cheng-Kun Lin:
Development and evaluation of computer-aided music-learning system for the hearing impaired. 466-476 - Bai-Jiun Shih, Ju-Ling Shih, Rey-Long Chen:
Organizing learning materials through hierarchical topic maps: an illustration through Chinese herb medication. 477-490 - Canan Tosunoglu Blake, Eileen Scanlon:
Reconsidering simulations in science education at a distance: features of effective use. 491-502 - Jan Derry:
Epistemology and conceptual resources for the development of learning technologies. 503-510 - Julia Kathleen Davidson, Dely L. Elliot:
A comparison of e-learning in Scotland's colleges and secondary schools: the case of National Qualifications in 'Core Skills'. 511-522
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