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ORCIDJournal of Computer Assisted Learning, Volume 29
Volume 29, Number 1, February 2013
- Richard Noss:
Special Issue on knowledge transformation, design and technology : Three papers from the Technology-Enhanced Learning Research Programme. 1-3
- Joke Voogt, Gerald Knezek, Margaret J. Cox
, Don Knezek, Alfons ten Brummelhuis:
Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. 4-14 - Diana Laurillard, Patricia Charlton, Brock Craft, Dionisios Dimakopoulos, Dejan Ljubojevic, George D. Magoulas, E. Masterman, Roser Pujadas, Edgar A. Whitley, Kim David Whittlestone:
A constructionist learning environment for teachers to model learning designs. 15-30 - Patrick Carmichael, Michael Tscholl:
Cases, simulacra, and Semantic Web technologies. 31-42 - Andrew E. Fluck, T. Dowden:
On the cusp of change: examining pre-service teachers' beliefs about ICT and envisioning the digital classroom of the future. 43-52 - Mary Webb:
Changing models for researching pedagogy with information and communications technologies. 53-67 - Manolis Mavrikis, Richard Noss, Celia Hoyles, Eirini Geraniou:
Sowing the seeds of algebraic generalization: designing epistemic affordances for an intelligent microworld. 68-84 - Margaret J. Cox:
Formal to informal learning with IT: research challenges and issues for e-learning. 85-105
- Mary Webb, Nicholas Reynolds:
Current and future research issues for ICT in education. 106-108
Volume 29, Number 2, April 2013
- Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur, Johan van Braak:
Technological pedagogical content knowledge - a review of the literature. 109-121 - Jingfeng Xia:
Let us take a Yale open course: a Chinese view of open educational resources provided by institutions in the West. 122-137 - Meilan Zhang:
Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading. 138-152 - Jered Borup, Charles R. Graham, Randall S. Davies:
The nature of adolescent learner interaction in a virtual high school setting. 153-167 - John Hannon:
Incommensurate practices: sociomaterial entanglements of learning technology implementation. 168-178 - Jason L. Skues, E. G. Cunningham:
The role of e-learning coaches in Australian secondary schools. 179-187 - C.-W. Chung, C.-C. Lee, C.-C. Liu:
Investigating face-to-face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display. 188-206
Volume 29, Number 3, June 2013
- C. Girard, Jean Écalle, Annie Magnan:
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. 207-219 - Awadh A. Y. Al-Qahtani, Steven E. Higgins:
Effects of traditional, blended and e-learning on students' achievement in higher education. 220-234 - Ulrike Cress, Christoph Held:
Harnessing collective knowledge inherent in tag clouds. 235-247 - Carita Kiili:
Argument graph as a tool for promoting collaborative online reading. 248-259
- Carlo Perrotta, Michael A. Evans:
Instructional design or school politics? A discussion of 'orchestration' in TEL research. 260-269
- P. Razagifard:
The impact of text-based CMC on improving L2 oral fluency. 270-279 - Zhen Li:
Natural, practical and social contexts of e-learning: a critical realist account for learning and technology. 280-291 - M. Kang, T. Im:
Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. 292-301
Volume 29, Number 4, August 2013
- A. Arslanyilmaz:
Computer-assisted foreign language instruction: task based vs. form focused. 303-318 - Ali Farhan AbuSeileek:
Using track changes and word processor to provide corrective feedback to learners in writing. 319-333 - Gnanathusharan Rajendran:
Virtual environments and autism: a developmental psychopathological approach. 334-347 - Ben Cowley, Tuija Heikura, Niklas Ravaja:
Learning loops - interactions between guided reflection and experience-based learning in a serious game activity. 348-370 - K. Wojcikowski, S. Brownie:
Generic reflective feedback: An effective approach to developing clinical reasoning skills. 371-382 - Pantelis M. Papadopoulos, Stavros N. Demetriadis, Armin Weinberger:
'Make it explicit!': Improving collaboration through increase of script coercion. 383-398
Volume 29, Number 5, October 2013
- Joke Voogt, Gerald Knezek:
Building a global community of policymakers, researchers and educators to move education systems into the digital age. 399-402 - Joke Voogt, Ola Erstad, Chris Dede, Punya Mishra:
Challenges to learning and schooling in the digital networked world of the 21st century. 403-413 - Kwok-Wing Lai, Ferial Khaddage, Gerald Knezek:
Blending student technology experiences in formal and informal learning. 414-425 - Peter Twining, Juliana Raffaghelli, Peter Albion, Don Knezek:
Moving education into the digital age: the contribution of teachers' professional development. 426-437 - Nicola Davis, Birgit Eickelmann, P. Zaka:
Restructuring of educational systems in the digital age from a co-evolutionary perspective. 438-450 - Mary E. Webb, David C. Gibson, Alona Forkosh-Baruch:
Challenges for information technology supporting educational assessment. 451-462 - Thérèse Laferrière, Christine Hamel, Michael Searson:
Barriers to successful implementation of technology integration in educational settings: a case study. 463-473 - Margaret J. Cox, Dale S. Niederhauser, Nancy Castillo, A. B. McDougall, T. Sakamoto, S. Roesvik:
Researching IT in education. 474-486
Volume 29, Number 6, December 2013
- Stefania Manca, Maria Ranieri:
Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. 487-504 - Denise M. Bressler, Alec M. Bodzin:
A mixed methods assessment of students' flow experiences during a mobile augmented reality science game. 505-517 - Veysel Demirer, Ismail Sahin:
Effect of blended learning environment on transfer of learning: an experimental study. 518-529 - C. H. Liao, M. H. Yang, B. C. Yang:
Developing a diagnosis system of work-related capabilities for students: A computer-assisted assessment. 530-546 - Päivi Häkkinen:
Multiphase method for analysing online discussions. 547-555 - Jiyou Jia, Yuhao Chen, Zhuhui Ding, Yin Bai, Baijie Yang, Mei Li, Ju Qi:
Effects of an intelligent web-based English instruction system on students' academic performance. 556-568 - Jyh-Tsorng Jong, Jon-Chao Hong, C.-Y. Yen:
Persistence temperament associated with children playing math games between touch panel and embodied interaction. 569-578 - Zahira Merchant, Ernest T. Goetz, Wendy Keeney-Kennicutt, Lauren Cifuentes, Oi-man Kwok, Trina J. Davis:
Exploring 3-D virtual reality technology for spatial ability and chemistry achievement. 579-590
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