Journal of Computer Assisted Learning, Volume 20

Volume 20, Number 1, February 2004

Editorial. 1-3
C. Y. Chang:
Could a laptop computer plus the liquid crystal display projector amount to improved multimedia geoscience instruction? 4-10
S. Waite:
Tools for the job: a report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. 11-20
Guglielmo Trentin:
E-learning and the third age. 21-30
C.-I. Lee, F.-Y. Tsai:
Internet project-based learning environment: the effects of thinking styles on learning transfer. 31-39
M. Couture:
Realism in the design process and credibility of a simulation-based virtual laboratory. 40-49
Mike Watts, Chris M. Lloyd:
The use of innovative ICT in the active pursuit of literacy. 50-58
Tzu-Hua Wang, Kuo-Hua Wang, Wei-Lung Wang, Shih-Chieh Huang, Sherry Y. Chen:
Web-based Assessment and Test Analyses (WATA) system: development and evaluation. 59-71
Laurence Hirsch, Masoud Saeedi, J. Cornillon, L. Litosseliti:
A structured dialogue tool for argumentative learning. 72-80

Stephen W. Draper, M. I. Brown:
Increasing interactivity in lectures using an electronic voting system. 81-94
Susan A. J. Stuart, M. I. Brown, Stephen W. Draper:
Using an electronic voting system in logic lectures: one practitioner's application. 95-102
Y.-J. Lee:
Concept mapping your Web searches: a design rationale and Web-enabled application. 103-113
H. C. Lam, W. W. Ki, A. L. S. Chung, P. Y. Ko, A. C. Y. Lai, S. M. S. Lai, P. W. Y. Chou, E. C. C. Lau:
Designing learning objects that afford learners the experience of important variations in Chinese characters. 114-123
C.-H. Chiu:
Evaluating system-based strategies for managing conflict in collaborative concept mapping. 124-132
S. S.-C. Young:
In search of online pedagogical models: investigating a paradigm change in teaching through the School for All community. 133-150
Michael Trimmel, Julia Bachmann:
Cognitive, social, motivational and health aspects of students in laptop classrooms. 151-158
Robert Lewis:
Communication technology in the developing nations. 159
Roger Hartley:
Book review. 160

Rachel M. Pilkington:
Developing discussion for learning. 161-164
Maarten De Laat, Vic Lally:
It's not so easy: researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions. 165-171
S. Aisha Walker:
Socratic strategies and devil's advocacy in synchronous CMC debate. 172-182
Glenda Cox, Tony Carr, Martin Hall:
Evaluating the use of synchronous communication in two blended courses. 183-193
Simon McAlister, Andrew Ravenscroft, Eileen Scanlon:
Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. 194-204
Mary H. Ulicsak:
'How did it know we weren't talking?': An investigation into the impact of self-assessments and feedback in a group activity. 205-211
Amy Soller:
Understanding knowledge-sharing breakdowns: a meeting of the quantitative and qualitative minds. 212-224

Janine Swaak, Ton de Jong, Wouter R. van Joolingen:
The effects of discovery learning and expository instruction on the acquisition of definitional and intuitive knowledge . 225-234
Gustavo Zurita, Miguel Nussbaum:
A constructivist mobile learning environment supported by a wireless handheld network. 235-243
Nigel R. Riley, Mauri Åhlberg:
Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks. 244-256
Ofra Korat, Adina Shamir:
Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. 257-268
Jianwei Zhang, Qi Chen, Yanquing Sun, David J. Reid:
Triple scheme of learning support design for scientific discovery learning based on computer simulation: experimental research. 269-282
Shu-Sheng Liaw:
The theory of planned behaviour applied to search engines as a learning tool. 283-291
Wu-Yuin Hwang, Chin-Yu Wang:
A study of learning time patterns in asynchronous learning environments. 292-304
Wen-Chih Chang, Hui-Huang Hsu, Timothy K. Smith, Chun-Chia Wang:
Enhancing SCORM metadata for assessment authoring in e-Learning. 305-316
Valerie Rhodes:
Screen Play: Children and Computing in the Home. 317-

Colin Harrison, Eric A. Lunzer, Peter Tymms, Carol Taylor Fitz-Gibbon, Jane Restorick:
Use of ICT and its relationship with performance in examinations: a comparison of the ImpaCT2 project's research findings using pupil-level, school-level and multilevel modelling data. 319-337
Jérôme Dinet, Monik Favart, Jean-Michel Passerault:
Searching for information in an online public access catalogue (OPAC): the impacts of information search expertise on the use of Boolean operators. 338-346
Eric Klopfer, Susan A. Yoon, Luz Rivas:
Comparative analysis of Palm and wearable computers for Participatory Simulations. 347-359
Rik Min, Tao Yu, Gerd Spenkelink, Hans Vos:
A comparison of parallelism in interface designs for computer-based learning environments. 360-367
Rob L. Martens, Judith T. M. Gulikers, Theo J. Bastiaens:
The impact of intrinsic motivation on e-learning in authentic computer tasks. 368-376
Bin Shyan Jong, Tsong Wuu Lin, Yu Lung Wu, Te Yi Chan:
Diagnostic and remedial learning strategy based on conceptual graphs. 377-386
Hans G. K. Hummel, Fred Paas, E. J. R. Koper:
Cueing for transfer in multimedia programmes: process worksheets vs. worked-out examples. 387-397

Special Section

R. Sutherland, S. Robertson, P. John:
Interactive education: teaching and learning in the information age. 410-412
R. Sutherland, V. Armstrong, S. Barnes, Richard Brawn, N. Breeze, M. Gall, Sssha Matthewman, F. Olivero, A. Taylor, Pat Triggs, Jocelyn Wishart, P. John:
Transforming teaching and learning: embedding ICT into everyday classroom practices. 413-425
Pat Triggs, P. John:
From transaction to transformation: information and communication technology, professional development and the formation of communities of practice. 426-439
N. Kent, Keri Facer:
Different worlds? A comparison of young people's home and school ICT use. 440-455
R. Dale, S. Robertson, T. Shortis:
'You can't not go with the technological flow, can you?' Constructing 'ICT' and 'teaching and learning'. 456-470

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