Yu-Liang Ting: Using mobile technologies to create interwoven learning interactions: An intuitive design and its evaluation.
1-13
Shu-Sheng Liaw, Hsiu-Mei Huang: Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments.
14-24
Uwe Matzat: Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison.
40-51
Ulrike Cress, Christoph Held, Joachim Kimmerle: The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing.
59-73
Lucia Mason, Maria Caterina Tornatora, Patrik Pluchino: Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns.
95-109
Peng-Chun Lin, Huei-Tse Hou, Shu-Ming Wang, Kuo-En Chang: Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course.
110-121
Chwee Beng Lee: Exploring the relationship between intention to use mobile phone as a visualization tool and regulation of cognition.
138-147
Vehbi Celik, Etem Yesilyurt: Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education.
148-158
Maaike Waalkens, Vincent Aleven, Niels Taatgen: Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems.
159-171
Julie Skogs: Subject line preferences and other factors contributing to coherence and interaction in student discussion forums.
172-183
Anna Engel, César Coll, Alfonso Bustos: Distributed Teaching Presence and communicative patterns in asynchronous learning: Name versus reply networks.
184-196
Yan Li, Maria Ranieri: Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China.
197-209
Hiroyuki Aoki, JaMee Kim, WonGyu Lee: Propagation & level: Factors influencing in the ICT composite index at the school level.
310-324
Chi-Cheng Chang, Chaoyun Liang, Yi-Hui Chen: Is learner self-assessment reliable and valid in a Web-based portfolio environment for high school students?
325-334
Ana Remesal, Rosa Colomina: Social presence and online collaborative small group work: A socioconstructivist account.
357-367
Jan Moons, Carlos De Backer: The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism.
368-384
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