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Journal of Computer Assisted Learning, Volume 24
Volume 24, Number 1, February 2008
- Mark Grabe, Kimberly M. Christopherson:
Optional student use of online lecture resources: resource preferences, performance and lecture attendance. 1-10 - Maria Beatrice Ligorio
, Henny van der Meijden:
Teacher guidelines for cross-national virtual communities in primary education. 11-25 - Sara de Freitas, Martin Oliver
The practitioner perspective on the modeling of pedagogy and practice. 26-38 - Nora Mogey, Greg Sarab, Jeff Haywood, Simon Van Heyningen, D. Dewhurst, Dai Hounsell
The end of handwriting? Using computers in traditional essay examinations. 39-46 - Mengping Tsuei
A web-based curriculum-based measurement system for class-wide ongoing assessment. 47-60 - Steve Kennewell, Howard Tanner, Sonia Jones, Gary Beauchamp
Analysing the use of interactive technology to implement interactive teaching. 61-73 - Peter van Rosmalen, Peter B. Sloep
A learner support model based on peer tutor selection. 74-86
Volume 24, Number 2, April 2008
- Christopher R. Jones
Networked learning: weak links and boundaries. 87-89 - Christopher R. Jones
Networked learning a relational approach: weak and strong ties. 90-102 - Thomas Ryberg
Networked identities: understanding relationships between strong and weak ties in networked environments. 103-115 - Judith Guevarra Enriquez:
Translating networked learning: un-tying relational ties. 116-127 - Timothy Teo
Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. 128-143 - Derek A. Muller, J. Bewes, Manjula D. Sharma
Saying the wrong thing: improving learning with multimedia by including misconceptions. 144-155 - Evode Mukama
Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections. 156-166
Volume 24, Number 3, June 2008
- Jennifer Dawn Golanics, E. Michael Nussbaum:
Enhancing online collaborative argumentation through question elaboration and goal instructions. 167-180 - Michel Vandenbroeck, Griet Verschelden, Tom Boonaert:
E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide. 181-190 - Tanya Jane McGill, Valerie Hobbs:
How students and instructors using a virtual learning environment perceive the fit between technology and task. 191-202 - Agoritsa Gogoulou
Adapting and personalizing the communication in a synchronous communication tool. 203-216 - Jirarat Sitthiworachart, Mike Joy
Computer support of effective peer assessment in an undergraduate programming class. 217-231 - Marius Gerber, Sven Grund, Gudela Grote
Distributed collaboration activities in a blended learning scenario and the effects on learning performance. 232-244 - Wendy Hui
Technology-assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. 245-259 - Anthony R. Artino
Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. 260-270
Volume 24, Number 4, August 2008
- Tomi Jaakkola, Sami Nurmi:
Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities. 271-283 - Sung-Wan Kim, Myung-Geun Lee:
Validation of an evaluation model for learning management systems. 284-294 - Robert Z. Zheng
WebQuests as perceived by teachers: implications for online teaching and learning. 295-304 - Patricio García, Silvia N. Schiaffino
An enhanced Bayesian model to detect students' learning styles in Web-based courses. 305-315 - Tatjana S. Hilbert, Alexander Renkl, Silke Schworm, Stephan Kessler, Kristina M. Reiss:
Learning to teach with worked-out examples: a computer-based learning environment for teachers. 316-332 - Anoush Margaryan
Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources. 333-347 - Julia Gillen
Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. 348-358
Volume 24, Number 5, October 2008
- Gill Clough
Informal learning with PDAs and smartphones. 359-371 - Adrian Kirkwood:
Getting it from the Web: why and how online resources are used by independent undergraduate learners. 372-382 - Deborah Swinglehurst, Jill Russell, Trisha Greenhalgh
Peer observation of teaching in the online environment: an action research approach. 383-393 - Mirweis Sangin, Pierre Dillenbourg, Cyril Rebetez, Mireille Bétrancourt
The effects of animations on verbal interaction in computer supported collaborative learning. 394-406 - Johannes Gurlitt, Alexander Renkl:
Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. 407-419 - Wim Westera, Rob Nadolski, Hans G. K. Hummel, Iwan G. J. H. Wopereis:
Serious games for higher education: a framework for reducing design complexity. 420-432 - Maggie McPherson, Miguel Baptista Nunes:
Critical issues for e-learning delivery: what may seem obvious is not always put into practice. 433-445
Volume 24, Number 6, December 2008
- Robin H. Kay, Liesel Knaack:
An examination of the impact of learning objects in secondary school. 447-461 - Marijke De Smet
Cross-age peer tutors in asynchronous discussion groups: studying the impact of tutors labelling their interventions. 462-473 - Robert Z. Zheng
Effects of multimedia and schema induced analogical reasoning on science learning. 474-482 - Peter van Rosmalen, Peter B. Sloep
A model for online learner support based on selecting appropriate peer tutors. 483-493 - Jo Tondeur, Martin Valcke, Johan van Braak:
A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. 494-506 - Carole R. Beal, Lei Qu, Hyokyeong Lee:
Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software. 507-514 - Marina Minhui Lu:
Effectiveness of vocabulary learning via mobile phone. 515-525 - Dwayne E. Paré, Steve Joordens
Peering into large lectures: examining peer and expert mark agreement using peerScholar, an online peer assessment tool. 526-540
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