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ORCIDComputers & Education, Volume 43
Volume 43, Numbers 1-2, August - September 2004
- Jean Underwood, John Gardner:
Editorial to: CAL'03. 1-3 - Rosamund Sutherland:
Designs for learning: ICT and knowledge in the classroom. 5-16 - Gráinne Conole, M. Dyke, Martin Oliver
, Jane Seale:
Mapping pedagogy and tools for effective learning design. 17-33 - John Cook, Matt Smith:
Beyond formal learning: Informal community eLearning. 35-47 - Chris Evans, Nicola J. Gibbons, Kavita Shah, Darren K. Griffin:
Virtual learning in the biological sciences: pitfalls of simply "putting notes on the web". 49-61 - Despina Galanouli, Colette Murphy, John Gardner:
Teachers' perceptions of the effectiveness of ICT-competence training. 63-79 - Enrique García-Luque, Teodora Ortega, Jesús M. Forja, Abelardo Gómez-Parra:
Using a laboratory simulator in the teaching and study of chemical processes in estuarine systems. 81-90 - Ann C. Jones, Canan Tosunoglu Blake, Clare Davies, Eileen Scanlon:
Digital maps for learning: A review and prospects. 91-107 - Mariana Lilley, Trevor Barker, Carol Britton:
The development and evaluation of a software prototype for computer-adaptive testing. 109-123 - Sasha Matthewman, Pat Triggs:
'Obsessive compulsive font disorder': the challenge of supporting pupils writing with the computer. 125-135 - Sara Price, Yvonne Rogers:
Let's get physical: The learning benefits of interacting in digitally augmented physical spaces. 137-151 - Eileen Scanlon, Chetz Colwell, Martyn Cooper, Terry Di Paolo:
Remote experiments, re-versioning and re-thinking science learning. 153-163 - Allen Thurston:
Promoting multicultural education in the primary classroom: Broadband videoconferencing facilities and digital video. 165-177 - Rupert Wegerif:
The role of educational software as a support for teaching and learning conversations. 179-191 - Jocelyn Wishart:
Internet safety in emerging educational contexts. 193-204 - Maria Zenios, Peter Goodyear, Christopher Jones:
Researching the impact of the networked information environment on learning and teaching. 205-213
Volume 43, Number 3, November 2004
- Cher Ping Lim, Ching Sing Chai:
An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. 215-236 - Meichun Lydia Wen, Chin-Chung Tsai, Hung-Ming Lin, Shih-Chyueh Chuang:
Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis. 237-248 - Walter L. Turner, Antonis C. Stylianou:
The IT advantage assessment model: Applying an expanded value chain model to academia. 249-272 - Sheizaf Rafaeli, Miri Barak, Yuval Dan-Gur, Eran Toch:
QSIA - a Web-based environment for learning, assessing and knowledge sharing in communities. 273-289 - Colin Depradine, Glenda Gay:
Active participation of integrated development environments in the teaching of object-oriented programming. 291-298 - Johan van Braak:
Domains and determinants of university students' self-perceived computer competence. 299-312 - Judith B. Pena-Shaff, Craig Nicholls:
Erratum to: Analyzing student interactions and meaning construction in computer bulletin board discussions [Computers & Education 42 (3) 243-265]. 313
Volume 43, Number 4, December 2004
- Gunnar Stefansson:
The tutor-web: An educational system for classroom presentation, evaluation and self-study. 315-343 - Michalis Nik Xenos:
Prediction and assessment of student behaviour in open and distance education in computers using Bayesian networks. 345-359 - Soh-Khim Ong, M. A. Mannan:
Virtual reality simulations and animations in a web-based interactive manufacturing engineering module. 361-382 - Ada Demb, Darlene Erickson, Shane Hawkins-Wilding:
The laptop alternative: Student reactions and strategic implications. 383-401 - Toni Downes:
Screen play: Children and computing in the home: Facer, Keri; Furlong, John; Furlong, Ruth & Sutherland, Rosamund (2003) London: RoutledgeFalmer, 262pp, ISBN 0-415-29842-3. 403-405 - John Parkinson:
Mediating Science Learning Through Information and Communications Technology: Holliman, Richard and Scanlon, Eileen (Eds.) (2004) London: RoutledgeFalmer, 211pp, ISBN 0-415-32832-2. 407-409
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