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ORCIDInteractive Learning Environments, Volume 22
Volume 22, Number 1, 2014
- Sue Greener:
Editorial. 1-2
- Y. J. Chang, Y. S. Chang:
Assessing peer support and usability of blogging in hybrid learning environments. 3-17 - Babak Abedin
, Farhad Daneshgar, John D'Ambra:
Pattern of non-task interactions in asynchronous computer-supported collaborative learning courses. 18-34 - Matjaz Debevc, Zoran Stjepanovic, Andreas Holzinger:
Development and evaluation of an e-learning course for deaf and hard of hearing based on the advanced Adapted Pedagogical Index method. 35-50 - Timothy Teo, Jan Noyes:
Explaining the intention to use technology among pre-service teachers: a multi-group analysis of the Unified Theory of Acceptance and Use of Technology. 51-66 - Robin H. Kay:
Exploring the use of web-based learning tools in secondary school classrooms. 67-83 - Stefan Hrastinski, Anneli Edman, Fredrik Andersson, Tanvir Kawnine, Carol-Ann Soames:
Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students. 84-96 - Chih-Ming Chen, Chia-Cheng Chang:
Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment. 97-124 - Chris Beaumont, Maggi Savin-Baden, Emily Conradi, Terry Poulton:
Evaluating a Second Life Problem-Based Learning (PBL) demonstrator project: what can we learn? 125-141
Volume 22, Number 2, 2014
- Francisco J. García-Peñalvo, Marc Alier Forment:
Learning management system: evolving from silos to structures. 143-145 - Mark William Johnson, David Sherlock:
Beyond the Personal Learning Environment: attachment and control in the classroom of the future. 146-164 - Khaled Halimi, Hassina Seridi-Bouchelaghem, Catherine Faron-Zucker:
An enhanced personal learning environment using social semantic web technologies. 165-187 - Miguel Ángel Conde González, Francisco J. García-Peñalvo, María José Rodriguez-Conde, Marc Alier Forment, María José Casany Guerrero, Jordi Piguillem:
An evolving Learning Management System for new educational environments using 2.0 tools. 188-204 - Victoria Marín Juarros, Jesús Salinas Ibáñez, Bárbara de Benito Crosetti:
Research results of two personal learning environments experiments in a higher education institution. 205-220 - Ricardo Colomo-Palacios, Cristina Casado-Lumbreras, Pedro Soto-Acosta, Sanjay Misra:
Providing knowledge recommendations: an approach for informal electronic mentoring. 221-240
Volume 22, Number 3, 2014
- Sue Greener:
The elephant in the screen. 241-242
- Nicola Whitton, Rosie Jones, Scott Wilson, Peter Whitton:
Alternate reality games as learning environments for student induction. 243-252 - Tomoko Watanabe Traphagan, John Traphagan, Linda Neavel Dickens, Paul E. Resta:
Changes in college students' perceptions of use of web-based resources for academic tasks with Wikipedia projects: a preliminary exploration. 253-270 - Kun-Hung Cheng, Huei-Tse Hou, Sheng-Yi Wu:
Exploring students' emotional responses and participation in an online peer assessment activity: a case study. 271-287 - Nuri Kara, Cansu Cigdem Aydin, Kursat Cagiltay:
Design and development of a smart storytelling toy. 288-297 - Genevieve Marie Johnson:
The ecology of interactive learning environments: situating traditional theory. 298-308 - Margus Pedaste, Tago Sarapuu:
Design principles for support in developing students' transformative inquiry skills in Web-based learning environments. 309-325 - Kazuhisa Miwa, Junya Morita, Ryuichi Nakaike, Hitoshi Terai:
Learning through intermediate problems in creating cognitive models. 326-350 - Birgitta Kopp, Melanie Hasenbein, Heinz Mandl:
Case-based learning in virtual groups - collaborative problem solving activities and learning outcomes in a virtual professional training course. 351-372 - Rebecca Galley, Gráinne Conole, Panagiota Alevizou:
Community indicators: a framework for observing and supporting community activity on Cloudworks. 373-395
- Sherry Y. Chen:
Foundations of educational technology: integrative approaches and interdisciplinary perspectives. 396-397
Volume 22, Number 4, 2014
- Sue Greener:
Designing environments for peer-to-peer and collaborative learning. 399-400
- Jie Lu, Daniel Churchill:
The effect of social interaction on learning engagement in a social networking environment. 401-417 - Sung Youl Park, Soo-Wook Kim, Seung-Bong Cha, Min-Woo Nam:
Comparing learning outcomes of video-based e-learning with face-to-face lectures of agricultural engineering courses in Korean agricultural high schools. 418-428 - Wu-Yuin Hwang, Sheng-Yi Wu:
A case study of collaboration with multi-robots and its effect on children's interaction. 429-443 - Manuel Palomo-Duarte, Juan Manuel Dodero, Inmaculada Medina-Bulo, Emilio J. Rodríguez-Posada, Ivan Ruiz-Rube:
Assessment of collaborative learning experiences by graphical analysis of wiki contributions. 444-466 - Il-Hee Kim:
Development of reasoning skills through participation in collaborative synchronous online discussions. 467-484 - Bryan H. Chen, Hua-Huei Chiou:
Learning style, sense of community and learning effectiveness in hybrid learning environment. 485-496 - Alan Amory:
Tool-mediated authentic learning in an educational technology course: a designed-based innovation. 497-513 - Wen-Fu Pan, Shih-Chun Tu, Mei-Ying Chien:
Feasibility analysis of improving on-campus learning paths via a depth sensor. 514-528 - Hüseyin Bicen, Fezile Ozdamli, Hüseyin Uzunboylu:
Online and blended learning approach on instructional multimedia development courses in teacher education. 529-548
Volume 22, Number 5, 2014
- Sue Greener:
Smart toys and sophisticated learning tools. 549-550
- Nuri Kara, Cansu Cigdem Aydin, Kürsat Çagiltay:
User study of a new smart toy for children's storytelling. 551-563 - Peter van Rosmalen, Wim Westera:
Introducing serious games with Wikis: empowering the teacher with simple technologies. 564-577 - Yehuda Peled, Oded Bar-Shalom, Rakefet Sharon:
Characterisation of pre-service teachers' attitude to feedback in a wiki-environment framework. 578-593 - Wolfgang Reinhardt, Christian Mletzko, Hendrik Drachsler, Peter B. Sloep:
Design and evaluation of a widget-based dashboard for awareness support in Research Networks. 594-613 - Eva Erdosne Toth, Lisa R. Ludvico, Becky L. Morrow:
Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction. 614-630 - Bart Rienties, Dirk T. Tempelaar, Bas Giesbers, Mien S. R. Segers, Wim Gijselaers:
A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. 631-648 - Weiping Liu, Thomas Eckert:
Adolescents' perceptions of chronic self-concept, peer relations, and learning conditions. 649-667 - Janet Mannheimer Zydney, Arne C. Bathke, Ted S. Hasselbring:
Finding the optimal guidance for enhancing anchored instruction. 668-683
Volume 22, Number 6, 2014
- Sue Greener:
Map-making in interactive learning. 685-686
- Ching-Kun Hsu, Gwo-Jen Hwang:
A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities. 687-703 - Mi Song Kim, David Hung Wei Loong, Azilawati Jamaludin, Seo Hong Lim:
Expanding "within context" to "across contexts" learning: a case study of informal and formal activities. 704-720 - Zahide Yildirim, Charles M. Reigeluth, Seolim Kwon, Yuichi Kageto, Zihang Shao:
A comparison of learning management systems in a school district: searching for the ideal personalized integrated educational system (PIES). 721-736 - Chia-Wen Tsai:
A quasi-experimental study of a blended course integrated with refined web-mediated pedagogy of collaborative learning and self-regulated learning. 737-751 - Young Ju Joo, Sunyoung Joung, Jiyeon Kim:
Structural relationships among self-regulated learning, learning flow, satisfaction, and learning persistence in cyber universities. 752-770 - Annika Wolff, Paul Mulholland, Zdenek Zdráhal:
Using machine-learning and visualisation to facilitate learner interpretation of source material. 771-788 - Noa Aharony, Jenny Bronstein:
A Delphi investigation into future trends in e-learning in Israel. 789-803 - Samuel A. Helms:
Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators. 804-810
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