Computers & Education, Volume 46

Volume 46, Number 1, January 2006

Martin Valcke, Rob Martens:
The problem arena of researching computer supported collaborative learning: Introduction to the special section. 1-5
B. de Wever, Tammy Schellens, Martin Valcke, Hilde van Keer:
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. 6-28
Jan-Willem Strijbos, Rob L. Martens, Frans J. Prins, Wim M. G. Jochems:
Content analysis: What are they talking about? 29-48
Sarah Schrire:
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. 49-70
Armin Weinberger, Frank Fischer:
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. 71-95
Som Naidu, Sanna Järvelä:
Analyzing CMC content for what? 96-103

Wu-Yuin Hwang, Nian-Shing Chen, Rueng-Lueng Hsu:
Development and evaluation of multimedia whiteboard system for improving mathematical problem solving. 105-121
Gwo-Jen Hwang, Bertrand M. T. Lin, Tsung-Liang Lin:
An effective approach for test-sheet composition with large-scale item banks. 122-139
Kuo-En Chang, Yao-Ting Sung, Shiu-Feng Lin:
Computer-assisted learning for mathematical problem solving. 140-151
Crescencio Bravo, Miguel A. Redondo, Manuel Ortega, M. Felisa Verdejo:
Collaborative environments for the learning of design: a model and a case study in Domotics. 152-173
Jesse L. Margolis, Miguel Nussbaum, Patricio Rodríguez, Ricardo Rosas:
Methodology for evaluating a novel education technology: a case study of handheld video games in Chile. 174-191
Salih Çepni, Erol Tas, Sacit Köse:
The effects of computer-assisted material on students' cognitive levels, misconceptions and attitudes towards science. 192-205
Eldad Yechiam:
Why are macros not used? A brief review and an approach for improving training. 206-220

Jean Underwood, Angela McFarlane:
CAL'05: Virtual learning? 221-222
David W. Shaffer:
Epistemic frames for epistemic games. 223-234
Gavin Sim, Stuart MacFarlane, Janet C. Read:
All work and no play: Measuring fun, usability, and learning in software for children. 235-248
Sara de Freitas, Martin Oliver:
How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? 249-264
Steve Kennewell, Alex Morgan:
Factors influencing learning through play in ICT settings. 265-279
Carina Markett, Inmaculada Arnedillo Sánchez, Stefan Weber, Brendan Tangney:
Using short message service to encourage interactivity in the classroom. 280-293
Bryan Patten, Inmaculada Arnedillo Sánchez, Brendan Tangney:
Designing collaborative, constructionist and contextual applications for handheld devices. 294-308
Keith Turvey:
Towards deeper learning through creativity within online communities in primary education. 309-321
Richard Holliman, Eileen Scanlon:
Investigating cooperation and collaboration in near synchronous computer mediated conferences. 322-335
Victoria Armstrong, Sarah Curran:
Developing a collaborative model of research using digital video. 336-347

Tammy Schellens, Martin Valcke:
Fostering knowledge construction in university students through asynchronous discussion groups. 349-370
Robert A. Ellis:
Investigating the quality of student approaches to using technology in experiences of learning through writing. 371-390
Liz M. Y. Chan, Ann C. Jones, Eileen Scanlon, Richard W. Joiner:
The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study. 391-406
Annie Magnan, Jean Ecalle:
Audio-visual training in children with reading disabilities. 407-425
Silke Schworm, Alexander Renkl:
Computer-supported example-based learning: When instructional explanations reduce self-explanations. 426-445
Ned Kock, Robert M. Aiken, Cheryl Sandås:
Isolated versus integrated case studies: A comparison in the context of teaching complex and domain-specific IT applications. 446-457
Hei-Chia Wang, Chien-Wei Hsu:
Teaching-Material Design Center: An ontology-based system for customizing reusable e-materials. 458-470