Computers & Education, Volume 51

Volume 51, Number 1, August 2008

• El-Sayed M. El-Alfy, Radwan E. Abdel-Aal:
  Construction and analysis of educational tests using abductive machine learning. 1-16
  
• Julien Mercier, Carl Frederiksen:
  The structure of the help-seeking process in collaboratively using a computer coach in problem-based learning. 17-33
  
• Stewart Martin, Michael Vallance:
  The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. 34-53
  
• Manu Kapur, John Voiklis, Charles K. Kinzer:
  Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. 54-66
  
• Johannes Strobel, David H. Jonassen, Ioan Gelu Ionas:
  The evolution of a collaborative authoring system for non-linear hypertext: A design-based research study. 67-85
  
• Irina Zheliazkova, R. Kolev:
  Task results processing for the needs of task-oriented design environments. 86-96
  
• Elisabeth Hayes:
  Game content creation and it proficiency: An exploratory study. 97-108
  
• Andrea Solimeno, Minou Ella Mebane, Manuela Tomai, Donata Francescato:
  The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. 109-128
  
• Siu Cheung Kong:
  A curriculum framework for implementing information technology in school education to foster information literacy. 129-141
  
• Hossein Mahdizadeh, Harm Biemans, Martin Mulder:
  Determining factors of the use of e-learning environments by university teachers. 142-154
  
• Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Guillermo Vega-Gorgojo, Yannis A. Dimitriadis, Juan I. Asensio-Pérez, Iván M. Jorrín-Abellán:
  Gridcole: A tailorable grid service based system that supports scripted collaborative learning. 155-172
  
• Jin-Cheon Na, Shee Wai Chia:
  Impact of online resources on informal learners: Parents' perception of their parenting skills. 173-186
  
• Marjolein Drent, Martina Meelissen:
  Which factors obstruct or stimulate teacher educators to use ICT innovatively? 187-199
  
• C. S. Sagin Simsek:
  Students' attitudes towards integration of ICTs in a reading course: A case in Turkey. 200-211
  
• Jo Tondeur, Hilde van Keer, Johan van Braak, Martin Valcke:
  ICT integration in the classroom: Challenging the potential of a school policy. 212-223
  
• Paraskevi K. Tzouveli, Phivos Mylonas, Stefanos D. Kollias:
  An intelligent e-learning system based on learner profiling and learning resources adaptation. 224-238
  
• G. D. Chen, C. K. Chang, C. Y. Wang:
  Using adaptive e-news to improve undergraduate programming courses with hybrid format. 239-251
  
• Atiq Siddiqui, Mehmood Khan, Sohail Akhtar:
  Supply chain simulator: A scenario-based educational tool to enhance student learning. 252-261
  
• Kun-Te Wang, Yueh-Min Huang, Yu-Lin Jeng, Tzone-I Wang:
  A blog-based dynamic learning map. 262-278
  
• Patrick Jermann, Pierre Dillenbourg:
  Group mirrors to support interaction regulation in collaborative problem solving. 279-296
  
• Kenneth Ruthven, Sara Hennessy, Rosemary Deaney:
  Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice. 297-317
  
• Hyo-Jeong So, Thomas A. Brush:
  Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. 318-336
  
• Gwo-Jen Hwang, Peng-Yeng Yin, Tzu-Ting Wang, Judy C. R. Tseng, Gwo-Haur Hwang:
  An enhanced genetic approach to optimizing auto-reply accuracy of an e-learning system. 337-353
  
• Adina Shamir, Ofra Korat, Nili Barbi:
  The effects of CD-ROM storybook reading on low SES kindergarteners' emergent literacy as a function of learning context. 354-367
  
• Cristóbal Romero, Sebastián Ventura, Enrique García:
  Data mining in course management systems: Moodle case study and tutorial. 368-384
  
• Liliana Maria Passerino, Lucila M. Costi Santarosa:
  Autism and digital learning environments: Processes of interaction and mediation. 385-402
  
• Ya-Ting C. Yang, Chia-Ying Chan:
  Comprehensive evaluation criteria for English learning websites using expert validity surveys. 403-422
  
• Haluk Özmen:
  The influence of computer-assisted instruction on students' conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. 423-438
  
• Terry Haydn, Roy Barton:
  'First do no harm': Factors influencing teachers' ability and willingness to use ICT in their subject teaching. 439-447
  
• Tzu-Hua Wang, Kuo-Hua Wang, Shih-Chieh Huang:
  Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. 448-462
  
• Yavuz Akbulut, Serkan Sendag, Gürkay Birinci, Kerem Kiliçer, Mehmet C. Sahin, Hatice Ferhan Odabasi:
  Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS). 463-473
  
• Omer Delialioglu, Zahide Yildirim:
  Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. 474-483
  

Volume 51, Number 2, September 2008

• Yavuz Akbulut, Ömer Uysal, Hatice Ferhan Odabasi, Abdullah Kuzu:
  Influence of gender, program of study and PC experience on unethical computer using behaviors of Turkish undergraduate students. 485-492
  
• Eleni E. Mangina, John Kilbride:
  Utilizing vector space models for user modeling within e-learning environments. 493-505
  
• Michele D. Dickey:
  Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education. 506-518
  
• Lana Trey, Samia Khan:
  How science students can learn about unobservable phenomena using computer-based analogies. 519-529
  
• Eliseo Berni Reategui, Elisa Boff, John A. Campbell:
  Personalization in an interactive learning environment through a virtual character. 530-544
  
• Yu-Li Chen:
  Modeling the determinants of Internet use. 545-558
  
• Johannes C. Cronjé, Johann Fouche:
  Alternatives in evaluating multimedia in secondary school science teaching. 559-583
  
• Maria Limniou, David Roberts, Nikos Papadopoulos:
  Full immersive virtual environment CAVE^TM in chemistry education. 584-593
  
• Marina Papastergiou:
  Are Computer Science and Information Technology still masculine fields? High school students' perceptions and career choices. 594-608
  
• Antonio Padilla-Meléndez, Aurora Garrido-Moreno, Ana Rosa del Aguila Obra:
  Factors affecting e-collaboration technology use among management students. 609-623
  
• Chih-Ming Chen, Ching-Ju Chung:
  Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. 624-645
  
• Syh-Jong Jang:
  Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. 646-659
  
• Zeynel Kablan, Münire Erden:
  Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction. 660-668
  
• Nikleia Eteokleous:
  Evaluating computer technology integration in a centralized school system. 669-686
  
• Mike Carbonaro, Maria Cutumisu, Harvey Duff, Stephanie Gillis, Curtis Onuczko, Jeff Siegel, Jonathan Schaeffer, Allan Schumacher, Duane Szafron, Kevin Waugh:
  Interactive story authoring: A viable form of creative expression for the classroom. 687-707
  
• Maria Kordaki, Micael Miatidis, George Kapsampelis:
  A computer environment for beginners' learning of sorting algorithms: Design and pilot evaluation. 708-723
  
• Hsiao-Ching She, Chin-Quen Lee:
  SCCR digital learning system for scientific conceptual change and scientific reasoning. 724-742
  
• Denis V. Smoline:
  Some problems of computer-aided testing and "interview-like tests". 743-756
  
• Jeroen Schepers, Ad de Jong, Martin Wetzels, Ko de Ruyter:
  Psychological safety and social support in groupware adoption: A multi-level assessment in education. 757-775
  
• Judy C. R. Tseng, Hui-Chun Chu, Gwo-Jen Hwang, Chin-Chung Tsai:
  Development of an adaptive learning system with two sources of personalization information. 776-786
  
• Chih-Ming Chen:
  Intelligent web-based learning system with personalized learning path guidance. 787-814
  
• Taeko Ariga, Takashi Watanabe:
  Teaching materials to enhance the visual expression of Web pages for students not in art or design majors. 815-828
  
• Crystal R. Springer, Joseph J. Pear:
  Performance measures in courses using computer-aided personalized system of instruction. 829-835
  
• Ian Stevenson:
  Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory. 836-853
  
• Adnan Baki, Ebru Güveli:
  Evaluation of a web based mathematics teaching material on the subject of functions. 854-863
  
• Shu-Sheng Liaw:
  Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. 864-873
  
• Irene Govender, Diane J. Grayson:
  Pre-service and in-service teachers' experiences of learning to program in an object-oriented language. 874-885
  
• Siu Cheung Kong:
  The development of a cognitive tool for teaching and learning fractions in the mathematics classroom: A design-based study. 886-899
  
• Mark Madden, Paul W. H. Chung, Christian W. Dawson:
  The effect of a computer-based cartooning tool on children's cartoons and written stories. 900-925
  
• Gwo-Jen Hwang, Pei-Shan Tsai, Chin-Chung Tsai, Judy C. R. Tseng:
  A novel approach for assisting teachers in analyzing student web-searching behaviors. 926-938
  
• Stavros N. Demetriadis, Pantelis M. Papadopoulos, Ioannis Stamelos, Frank Fischer:
  The effect of scaffolding students' context-generating cognitive activity in technology-enhanced case-based learning. 939-954
  
• Meilun Shih, Jui Feng, Chin-Chung Tsai:
  Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. 955-967
  

Volume 51, Number 3, November 2008

• Eldon Y. Li, H. J. Rebecca Yen, C. Y. John Cheng:
  A fit-gap analysis of e-business curricula and job demand in Taiwan and the US. 969-987
  
• Heba El-Deghaidy, Ahmed Nouby:
  Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. 988-1006
  
• Alexander Chatzigeorgiou, Nikolaos Tsantalis, Ignatios S. Deligiannis:
  An empirical study on students' ability to comprehend design patterns. 1007-1016
  
• Slavomir Stankov, Marko Rosic, Branko Zitko, Ani Grubisic:
  TEx-Sys model for building intelligent tutoring systems. 1017-1036
  
• Wen-Chung Shih, Shian-Shyong Tseng, Chao-Tung Yang:
  Wiki-based rapid prototyping for teaching-material design in e-Learning grids. 1037-1057
  
• Gwo-Jen Hwang, Hui-Chun Chu, Peng-Yeng Yin, Ji-Yu Lin:
  An innovative parallel test sheet composition approach to meet multiple assessment criteria for national tests. 1058-1072
  
• Cher Ping Lim:
  Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. 1073-1093
  
• Nesrin Özdener:
  A comparison of the misconceptions about the time-efficiency of algorithms by various profiles of computer-programming students. 1094-1102
  
• Mohammed Al-Fudail, Harvey Mellar:
  Investigating teacher stress when using technology. 1103-1110
  
• Khe Foon Hew, Wing Sum Cheung:
  Attracting student participation in asynchronous online discussions: A case study of peer facilitation. 1111-1124
  
• Srisavakon Dangsaart, Kanlaya Naruedomkul, Nick Cercone, Booncharoen Sirinaovakul:
  Intelligent Thai text - Thai sign translation for language learning. 1125-1141
  
• Yi-Wen Tu, Meilun Shih, Chin-Chung Tsai:
  Eighth graders' web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. 1142-1153
  
• S. Manning, A. Dix:
  Identifying students' mathematical skills from a multiple-choice diagnostic test using an iterative technique to minimise false positives. 1154-1171
  
• Baruch Offir, Yossi Lev, Rachel Bezalel:
  Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. 1172-1183
  
• William I. Wolff:
  "A chimera of sorts": Rethinking educational technology grant programs, courseware innovation, and the language of educational change. 1184-1197
  
• Omur Akdemir, Ayse Oguz:
  Computer-based testing: An alternative for the assessment of Turkish undergraduate students. 1198-1204
  
• Yueh-Min Huang, Yen-Hung Kuo, Yen-Ting Lin, Shu-Chen Cheng:
  Toward interactive mobile synchronous learning environment with context-awareness service. 1205-1226
  
• Darren Cambridge:
  Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios. 1227-1246
  
• Tzu-Hua Wang:
  Web-based quiz-game-like formative assessment: Development and evaluation. 1247-1263
  
• Essi Ryymin, Tuire Palonen, Kai Hakkarainen:
  Networking relations of using ICT within a teacher community. 1264-1282
  
• Seiji Isotani, Leônidas de Oliveira Brandão:
  An algorithm for automatic checking of exercises in a dynamic geometry system: iGeom. 1283-1303
  
• Robin H. Kay, Liesel Knaack:
  A formative analysis of individual differences in the effectiveness of learning objects in secondary school. 1304-1320
  
• Hannah Slay, Ingrid Siebörger, Cheryl Hodgkinson-Williams:
  Interactive whiteboards: Real beauty or just "lipstick"? 1321-1341
  
• Hyung Nam Kim:
  The phenomenon of blogs and theoretical model of blog use in educational contexts. 1342-1352
  
• Ian Jones:
  Storyboarding: A method for bootstrapping the design of computer-based educational tasks. 1353-1364
  
• King-Dow Su:
  An integrated science course designed with information communication technologies to enhance university students' learning performance. 1365-1374
  
• Sofia Aslanidou, George Menexes:
  Youth and the Internet: Uses and practices in the home. 1375-1391
  
• Ioanna Vekiri, Anna Chronaki:
  Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. 1392-1404
  

Volume 51, Number 4, December 2008

• Hsiu-Li Liao, Hsi-Peng Lu:
  The role of experience and innovation characteristics in the adoption and continued use of e-learning websites. 1405-1416
  
• Jacques Wainer, Tom Dwyer, Rodrigo Silveira Dutra, Andre Covic, Valdo B. Magalhães, Luiz Renato Ribeiro Ferreira, Valdiney Alves Pimenta, Kleucio Claudio:
  Too much computer and Internet use is bad for your grades, especially if you are young and poor: Results from the 2001 Brazilian SAEB. 1417-1429
  
• Vassilis G. Kaburlasos, Catherine Marinagi, Vassilis Tsoukalas:
  Personalized multi-student improvement based on Bayesian cybernetics. 1430-1449
  
• Hao-Chuan Wang, Chun-Yen Chang, Tsai-Yen Li:
  Assessing creative problem-solving with automated text grading. 1450-1466
  
• Sorelle A. Friedler, Yee Lin Tan, Nir J. Peer, Ben Shneiderman:
  Enabling teachers to explore grade patterns to identify individual needs and promote fairer student assessment. 1467-1485
  
• Kuo-En Chang, Yu-Lung Chen, He-Yan Lin, Yao-Ting Sung:
  Effects of learning support in simulation-based physics learning. 1486-1498
  
• R. Hermans, Jo Tondeur, Johan van Braak, Martin Valcke:
  The impact of primary school teachers' educational beliefs on the classroom use of computers. 1499-1509
  
• Javier Andrade Garda, Juan Ares Casal, Rafael García, Santiago Rodríguez Yánez, María Seoane, Sonia Suárez:
  Guidelines for the development of e-learning systems by means of proactive questions. 1510-1522
  
• Julie Mueller, Eileen Wood, Teena Willoughby, Craig Ross, Jacqueline Specht:
  Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. 1523-1537
  
• Kuo-An Hwang, Chia-Hao Yang:
  A synchronous distance discussion procedure with reinforcement mechanism: Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period. 1538-1552
  
• Euline Cutrim Schmid:
  Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. 1553-1568
  
• Sarmin Hossain, Laurence Brooks:
  Fuzzy cognitive map modelling educational software adoption. 1569-1588
  
• Shu-Ling Wang, Pei-Yi Wu:
  The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. 1589-1598
  
• Bernhard Ertl, Birgitta Kopp, Heinz Mandl:
  Supporting learning using external representations. 1599-1608
  
• Fengfeng Ke:
  A case study of computer gaming for math: Engaged learning from gameplay? 1609-1620
  
• Jaime Sánchez, Alvaro Salinas:
  ICT & learning in Chilean schools: Lessons learned. 1621-1633
  
• Victor Gonzalez-Barbone, Luis E. Anido-Rifón:
  Creating the first SCORM object. 1634-1647
  
• Tina N. Hohlfeld, Albert D. Ritzhaupt, Ann E. Barron, Kate Kemker:
  Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. 1648-1663
  
• Yair Levy:
  An empirical development of critical value factors (CVF) of online learning activities: An application of activity theory and cognitive value theory. 1664-1675
  
• Anthony J. Girasoli, Robert D. Hannafin:
  Using asynchronous AV communication tools to increase academic self-efficacy. 1676-1682
  
• Jong Hye Kim, Soon Young Jung, Won-Gyu Lee:
  Design of contents for ICT literacy in-service training of teachers in Korea. 1683-1706
  
• Zoltán Kátai, Katalin Juhász, Alpár Károly Adorjáni:
  On the role of senses in education. 1707-1717
  
• Gloria Yi-Ming Kao, Sunny S. J. Lin, Chuen-Tsai Sun:
  Breaking concept boundaries to enhance creative potential: Using integrated concept maps for conceptual self-awareness. 1718-1728
  
• Mansureh Kebritchi, Atsusi Hirumi:
  Examining the pedagogical foundations of modern educational computer games. 1729-1743
  
• Silvia N. Schiaffino, Patricio García, Analía Amandi:
  eTeacher: Providing personalized assistance to e-learning students. 1744-1754
  
• Stefan Hrastinski:
  What is online learner participation? A literature review. 1755-1765
  
• Christian Wurst, Claudia Smarkola, Mary Anne Gaffney:
  Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. 1766-1783
  
• Melek Yaman, Claudia Nerdel, Horst Bayrhuber:
  The effects of instructional support and learner interests when learning using computer simulations. 1784-1794
  
• Sabine C. Koch, Stephanie M. Müller, Monika Sieverding:
  Women and computers. Effects of stereotype threat on attribution of failure. 1795-1803
  
• J. van der Pol, B. A. M. van den Berg, Wilfried Admiraal, P. Robert-Jan Simons:
  The nature, reception, and use of online peer feedback in higher education. 1804-1817