- Hans-Rüdiger Pfister, Michael Oehl:
The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses. J. Comput. Assist. Learn. 25(2): 161-176 (2009) - Andrew Ravenscroft:
Social software, Web 2.0 and learning: status and implications of an evolving paradigm. J. Comput. Assist. Learn. 25(1): 1-5 (2009) - John A. Ross, Tim Sibbald, Catherine D. Bruce:
Characteristics of students assigned to technology-based instruction. J. Comput. Assist. Learn. 25(6): 562-573 (2009) - Mike Sharples, Rebecca Graber, Colin Harrison, Kit Logan:
E-safety and Web 2.0 for children aged 11-16. J. Comput. Assist. Learn. 25(1): 70-84 (2009) - Hyo-Jeong So:
When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. J. Comput. Assist. Learn. 25(2): 143-160 (2009) - Trond Solhaug:
Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment. J. Comput. Assist. Learn. 25(5): 411-422 (2009) - Yao-Ting Sung, Kuo-En Chang, Wen-Cheng Yu, T.-H. Chang:
Supporting teachers' reflection and learning through structured digital teaching portfolios. J. Comput. Assist. Learn. 25(4): 375-385 (2009) - Paul Thompson:
Dialogic Education and Technology: Expanding the Space of Learning. J. Comput. Assist. Learn. 25(2): 201-202 (2009) - Guglielmo Trentin:
Using a wiki to evaluate individual contribution to a collaborative learning project. J. Comput. Assist. Learn. 25(1): 43-55 (2009) - George Veletsianos:
The impact and implications of virtual character expressiveness on learning and agent-learner interactions. J. Comput. Assist. Learn. 25(4): 345-357 (2009) - Bram de Wever, Hilde van Keer, Tammy Schellens, Martin Valcke:
Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation. J. Comput. Assist. Learn. 25(2): 177-188 (2009) - Huay Lit Woo:
Designing multimedia learning environments using animated pedagogical agents: factors and issues. J. Comput. Assist. Learn. 25(3): 203-218 (2009)