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ORCIDJournal of Computer Assisted Learning, Volume 25
Volume 25, Number 1, February 2009
- Andrew Ravenscroft:
Social software, Web 2.0 and learning: status and implications of an evolving paradigm. 1-5 - Norbert Pachler, Caroline Daly
:
Narrative and learning with Web 2.0 technologies: towards a research agenda. 6-18 - Akiko Hemmi, Sian Bayne, Ray Land:
The appropriation and repurposing of social technologies in higher education. 19-30 - Lucinda Kerawalla, Shailey Minocha, Gill Kirkup, Gráinne Conole:
An empirically grounded framework to guide blogging in higher education. 31-42 - Guglielmo Trentin:
Using a wiki to evaluate individual contribution to a collaborative learning project. 43-55 - Wilma Clark, Kit Logan, Rose Luckin, Adrian Mee, Martin Oliver:
Beyond Web 2.0: mapping the technology landscapes of young learners. 56-69 - Mike Sharples, Rebecca Graber, Colin Harrison, Kit Logan:
E-safety and Web 2.0 for children aged 11-16. 70-84 - Caroline Coffin, Sarah North, Dave Martin:
Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. 85-98
Volume 25, Number 2, April 2009
- Stuart R. Palmer, Dale M. Holt:
Examining student satisfaction with wholly online learning. 101-113 - Xiaoqing Gu, Baohui Zhang, Xiang-Yang Lin, Xuelian Song:
Evaluating online solutions for experiential support of distance learning by teachers in China. 114-125 - Camila Cortez, Miguel Nussbaum, G. Woywood, R. Aravena:
Learning to collaborate by collaborating: a face-to-face collaborative activity for measuring and learning basics about teamwork. 126-142 - Hyo-Jeong So:
When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. 143-160 - Hans-Rüdiger Pfister, Michael Oehl:
The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses. 161-176 - 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. 177-188 - Stefania Manca, Manuela Delfino, Elvis Mazzoni:
Coding procedures to analyse interaction patterns in educational web forums. 189-200
- Paul Thompson:
Dialogic Education and Technology: Expanding the Space of Learning. 201-202
Volume 25, Number 3, June 2009
- Huay Lit Woo:
Designing multimedia learning environments using animated pedagogical agents: factors and issues. 203-218 - Christian Hoff, Ulf Wehling, Steffen Rothkugel:
From paper-and-pen annotations to artefact-based mobile learning. 219-237 - Philippa Levy, Ola Aiyegbayo, Sabine Little:
Designing for inquiry-based learning with the Learning Activity Management System. 238-251 - Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Bernadette H. A. M. van Hout-Wolters:
Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments. 252-267 - Ingeborg Krange, Sten R. Ludvigsen:
The historical and situated nature design experiments - Implications for data analysis. 268-279 - Alvin Hwang, J. Ben Arbaugh:
Seeking feedback in blended learning: competitive versus cooperative student attitudes and their links to learning outcome. 280-293 - François Chiocchio, A. Lafrenière:
A project management perspective on student's declarative commitments to goals established within asynchronous communication. 294-305
Volume 25, Number 4, August 2009
- Dirk Frohberg, Christoph Göth, Gerhard Schwabe:
Mobile Learning projects - a critical analysis of the state of the art. 307-331 - Jantina Huizenga, Wilfried Admiraal, Sanne Akkerman, Geert Ten Dam:
Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. 332-344 - George Veletsianos:
The impact and implications of virtual character expressiveness on learning and agent-learner interactions. 345-357 - Chee-Kit Looi, K.-S. Lim:
From bar diagrams to letter-symbolic algebra: a technology-enabled bridging. 358-374 - Yao-Ting Sung, Kuo-En Chang, Wen-Cheng Yu, T.-H. Chang:
Supporting teachers' reflection and learning through structured digital teaching portfolios. 375-385 - Mohammad Reza Ahanchian, J. McCormick:
Culture and the processes of virtual teaming for training. 386-396 - Anniken Furberg:
Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. 397-409
Volume 25, Number 5, October 2009
- Trond Solhaug:
Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment. 411-422 - Jon-Chao Hong, Ching-Ling Cheng, Ming-Yueh Hwang, Chia-Kun Lee, Hsing-Yun Chang:
Assessing the educational values of digital games. 423-437 - J. C. C. Chan, Khe Foon Hew, Wing Sum Cheung:
Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques. 438-452 - Angelica Guzman, Miguel Nussbaum:
Teaching competencies for technology integration in the classroom. 453-469 - Fang-Hao Chen, Chee-Kit Looi, Wenli Chen:
Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. 470-488 - Regina Juchun Chu, Chin-Chung Tsai:
Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults. 489-501
Volume 25, Number 6, December 2009
- Hua-Li Jian, Frode Eika Sandnes, Kris M. Y. Law, Yo-Ping Huang, Yueh-Min Huang:
The role of electronic pocket dictionaries as an English learning tool among Chinese students. 503-514 - Tsung-Yu Liu:
A context-aware ubiquitous learning environment for language listening and speaking. 515-527 - Karen Guldberg, Jenny Mackness:
Foundations of communities of practice: enablers and barriers to participation. 528-538 - Evode Mukama:
The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice. 539-548 - Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress:
Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information. 549-561 - John A. Ross, Tim Sibbald, Catherine D. Bruce:
Characteristics of students assigned to technology-based instruction. 562-573
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