Volume 17, Number 1, January 2001

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  Tessa H. S. Eysink, S. Dijkstra, J. Kuper: Cognitive processes in solving variants of computer-based problems used in logic teaching. 1-19
• 
  David McIlroy, B. Bunting, Kevin Tierney, Michael Gordon: The relation of gender and background experience to self-reported computing anxieties and cognitions. 21-33
• 
  John J. Beckers, Henk G. Schmidt: The structure of computer anxiety: a six-factor model. 35-49
• 
  H.-W. Chou: Effects of training method and computer anxiety on learning performance and self-efficacy. 51-69
• 
  L. Adrianson: Gender and computer-mediated communication: group processes in problem solving. 71-94
• 
  Phyllis Schumacher, Janet Morahan-Martin: Gender, Internet and computer attitudes and experiences. 95-110
• 
  S. Parks, A. Bartlett, A. Wickham, B. Myors: Developing a computerized test of perceptual/clerical speed. 111-124
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  L. A. Kraus, W. M. Reed, G. E. Fitzgerald: The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment. 125-140

Volume 17, Number 2, March 2001

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  S. E. Ransdell, L. Gilroy: The effects of background music on word processed writing. 141-148
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  David Chek Ling Ngo, John G. Byrne: Application of an aesthetic evaluation model to data entry screens. 149-185
• 
  R. A. Davis: A cognitive-behavioral model of pathological Internet use. 187-195
• 
  B. Cornwell, D. C. Lundgren: Love on the Internet: involvement and misrepresentation in romantic relationships in cyberspace vs. realspace. 197-211
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  Nikos Bozionelos: Computer anxiety: relationship with computer experience and prevalence. 213-224

Volume 17, Number 3, May 2001

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  Min Liu, Erini Papathanasiou, Yung-Wei Hao: Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing. 225-248
• 
  Erica S. Davis, Donald A. Hantula: The effects of download delay on performance and end-user satisfaction in an Internet tutorial. 249-268
• 
  Beth Dietz-Uhler, Cathy Bishop-Clark: The use of computer-mediated communication to enhance subsequent face-to-face discussions. 269-283
• 
  Philip C. Cooley, S. M. Rogers, C. F. Turner, A. A. Al-Tayyib, G. Willis, Laxminarayana Ganapathi: Using touch screen audio-CASI to obtain data on sensitive topics. 285-293
• 
  J. Epstein, W. D. Klinkenberg: From Eliza to Internet: a brief history of computerized assessment. 295-314
• 
  Nicole P. C. M. Krol, Eric E. J. De Bruyn, Edward J. M. van Aarle, John H. L. van den Bercken: Computerized screening for DSM classifications using CBCL/YSR extended checklists: a clinical try-out. 315-337
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  J. Epstein, W. D. Klinkenberg, D. Wiley, L. McKinley: Insuring sample equivalence across internet and paper-and-pencil assessments. 339-346

Volume 17, Number 4, July 2001

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  Paul A. Kirschner, Fred Paas: Web-enhanced higher education: a tower of Babel. 347-353
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  Robert D. Tennyson: Defining core competencies of an instructional technologist. 355-361
• 
  Albert W. M. Hoogveld, Fred Paas, Wim M. G. Jochems, Jeroen J. G. van Merriënboer: The effects of a Web-based training in an instructional systems design approach on teachers' instructional design behavior. 363-371
• 
  Liesbeth Kester, Paul A. Kirschner, Jeroen J. G. van Merriënboer, Anita Baumer: Just-in-time information presentation and the acquisition of complex cognitive skills. 373-391
• 
  Symeon Retalis, Emmanuel Skordalakis: CADMOS: an approach to developing Web-based instructional systems. 393-407
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  Tina Stavredes: A system dynamics evaluation model and methodology for instructional technology support. 409-419
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  John Wedman, Laura Diggs: Identifying barriers to technology-enhanced learning environments in teacher education. 421-430

Volume 17, Numbers 5-6, September - November 2001

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  Mike Dobson, Begoña Gros: Organisational computer supported collaborative learning: the affect of context. 431-437
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  Begoña Gros: Instructional design for Computer-Supported Collaborative Learning in primary and secondary school. 439-451
• 
  Geraldine Clarebout, Jan Elen: The ParlEuNet-project: problems with the validation of socio-constructivist design principles in ecological settings. 453-464
• 
  Brigitte Denis, Sylviane Hubert: Collaborative learning in an educational robotics environment. 465-480
• 
  Jose Luis Rodriguez-Illera: Collaborative environments and task design in the university. 481-493
• 
  Jorma Enkenberg: Instructional design and emerging teaching models in higher education. 495-506
• 
  Joost Lowyck, Johanna Pöysä: Design of collaborative learning environments. 507-516
• 
  J. Michael Spector, Dean L. Christensen, Alexei V. Sioutine, Dalton McCormack: Models and simulations for learning in complex domains: using causal loop diagrams for assessment and evaluation. 517-545
• 
  M. W. Dobson, Michael Pengelly, Julie-Ann Sime, S. A. Albaladejo, E. V. Garcia., F. Gonzales, J. M. Maseda: Situated learning with co-operative agent simulations in team training. 547-573
• 
  Gino Camp, Fred Paas, Remy M. J. P. Rikers, Jeroen J. G. van Merriënboer: Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiency. 575-595
• 
  C. A. Owen: The role of organisational context in mediating workplace learning and performance. 597-614
• 
  Alma Schaafstal, Joan Hall Johnston, Randall L. Oser: Training teams for emergency management. 615-626
• 
  Dirk Stolk, Daniel Alexandrian, Begoña Gros, Roberto Paggio: Gaming and multimedia applications for environmental crisis management training. 627-642

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