Volume 25, Number 1, February 2009
Social Software, Web 2.0 and Learning
- 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, Grainne 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, D. 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
Original articles
- 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
Book review
- Paul Thompson:
Dialogic Education and Technology: Expanding the Space of Learning.
201-202
Volume 25, Number 3, June 2009
Original articles
- 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
Original articles
- 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
Original articles
- 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 Ju-chun 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
Original articles
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