Volume 8, Number 1, January 2005

• 
  Bill Williams: Formal online discussions: reflections on process. 1-7

• 
  Abirami Radhakrishnan, Michael D. Crino, Steve Davis, Levent Camlibel: SCBIZHELP: Information System for Linking Students with Real Business Problems. 8-16
• 
  Yiasemina Karagiorgi, Loizos Symeou: Translating Constructivism into Instructional Design: Potential and Limitations. 17-27
• 
  Wim Westera: Beyond functionality and technocracy: creating human involvement with educational technology. 28-37
• 
  Donna L. Russell, Art Schneiderheinze: Understanding Innovation in Education Using Activity Theory. 38-53
• 
  Tracy Russo, Spencer Benson: Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning. 54-62
• 
  Elizabeth Hendrix: Permanent Injustice: Rawls' Theory of Justice and the Digital Divide. 63-68
• 
  Hong Gao, Amy L. Baylor, E. Shen: Designer Support for Online Collaboration and Knowledge Construction. 69-79
• 
  Rodolfo Guzzi, Stefano Scarpanti, Giovanni Ballista, Walter Di Nicolantonio: An Educational Development Tool Based on Principles of Formal Ontology. 80-89
• 
  Su Luan Wong, Siew Fung Ng, Mokhtar Nawawi, Sai Hong Tang: Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. 90-103
• 
  Samuel Ereyi Aduwa-Ogiegbaen, Ede Okhion Sunday Iyamu: Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects. 104-112
• 
  Misook Heo, Anthony Chow: The Impact of Computer Augmented Online Learning and Assessment Tool. 113-125

• 
  Michael Verhaart: EMTeachline Mathematics Software. 126-131

• 
  Ian G. Kennedy: Designing Distributed Learning Environments with Intelligent Software. 132-133

Volume 8, Number 2, April 2005

• 
  Brent Muirhead, Muhammad Betz: Transitional Developments in Online Courses and Programs: Theory and Practice. 1-6
• 
  Donna L. Russell, Art Schneiderheinze: Implementing an Innovation Cluster in Educational Settings In Order to Develop Constructivist-Based Learning Environments. 7-15

• 
  Eugene Matusov, Renee Hayes, Mary Jane Pluta: Using discussion webs to Develop an Academic Community of Learner. 16-39
• 
  Eshaa M. Alkhalifa: Effects of the Cognitive Level of Thought on Learning Complex Material. 40-53
• 
  Maria Virvou, George Katsionis, Konstantinos Manos: Combining Software Games with Education: Evaluation of its Educational Effectiveness. 54-65
• 
  Olivera Marjanovic: Towards A Web-Based Handbook of Generic, Process-Oriented Learning Designs. 66-82
• 
  Ana Deumert, Christine Spratt: Authentic Teaching as the Context for Language Learning. 83-93
• 
  Insung Jung: ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide. 94-101
• 
  Raymond A. Zepp: Teachers\u2019 Perceptions on the Roles on Educational Technology. 102-106
• 
  Zahide Yildirim: Hypermedia as a Cognitive Tool: Student Teachers\u2019 Experiences in Learning by Doing. 107-117
• 
  Xin-hua Zhu: Designing an open component for the Web-based learning content model. 118-124
• 
  Gary H. Jones, Beth H. Jones: A Comparison of Teacher and Student Attitudes Concerning Use and Effectiveness of Web-based Course Management Software. 125-135
• 
  Tzu-Chien Liu: Web-based Cognitive Apprenticeship Model for Improving Pre-service Teachers\u2019 Performances and Attitudes towards Instructional Planning: Design and Field Experiment. 136-149
• 
  Mable B. Kinzie, Stephen D. Whitaker, Mark J. Hofer: Instructional Uses of Instant Messaging (IM) During Classroom Lectures. 150-160
• 
  Robert Fox, James Henri: Understanding Teacher Mindsets: IT and Change in Hong Kong Schools. 161-169
• 
  Ramazan Basturk: The Effectiveness of Computer-Assisted Instruction in Teaching Introductory Statistics. 170-178
• 
  Genevieve Marie Johnson: Student Alienation, Academic Achievement, and WebCT Use. 179-189
• 
  Judy Le Heron, Frank Sligo: Acquisition of simple and complex knowledge; a knowledge gap perspective. 190-202
• 
  Chin-Chung Tsai: Preferences toward Internet-based Learning Environments: High School Students\u2019 Perspectives for Science Learning. 203-213
• 
  Jie-Chi Yang, Hwa Wei Ko, I. Ling Chung: Web-based Interactive Writing Environment: Development and Evaluation. 214-229

• 
  Michael Verhaart: Time Engineers Software. 230-236

• 
  Taiyu Lin: Understanding Designers Designing for Understanding. 237-237

Volume 8, Number 3, July 2005

• 
  William R. Klemm: Interactive E-learning - Why Can\u2019t We Get Beyond Bulletin Boards? 1-5

• 
  Alexandra I. Cristea: Editorial: Authoring of Adaptive Hypermedia. 6-8
• 
  Declan Dagger, Vincent Wade, Owen Conlan: Personalisation for All: Making Adaptive Course Composition Easy. 9-25
• 
  Symeon Retalis, Andreas Papasalouros: Designing and Generating Educational Adaptive Hypermedia Applications. 26-35
• 
  Jacopo Armani: VIDET: a Visual Authoring Tool for Adaptive Websites Tailored to Non-Programmer Teachers. 36-52
• 
  Enrique Alfonseca, Rosa M. Carro, Manuel Freire, Alvaro Ortigosa, Diana Pérez, Pilar Rodríguez: Authoring of Adaptive Computer Assisted Assessment of Free-text Answers. 53-65
• 
  Eduardo Guzmán, Ricardo Conejo, Emilio García-Hervás: An Authoring Environment for Adaptive Testing. 66-76
• 
  Elizabeth J. Brown, Alexandra I. Cristea, Craig D. Stewart, Tim J. Brailsford: Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles. 77-90

• 
  Alla Anohina: Analysis of the terminology used in the field of virtual learning. 91-102
• 
  Rocci Luppicini: A Systems Definition of Educational Technology in Society. 103-109
• 
  Jenny Gilbert, Rebecca Kelly: Frontiers and frontlines: metaphors describing lecturers' attitudes to ICT adoption. 110-121
• 
  Yvan Peter, Thomas Vantroys: Platform Support for Pedagogical Scenarios. 122-137
• 
  Kuo-En Chang, Yao-Ting Sung, Rey-Bin Chang, Shui-Cheng Lin: A New Assessment for Computer-based Concept Mapping. 138-148
• 
  Gustavo Zurita, Miguel Nussbaum, Rodrigo Salinas: Dynamic Grouping in Collaborative Learning Supported by Wireless Handhelds. 149-161
• 
  John M. Carroll, Mary Beth Rosson, Dan Dunlap, Philip L. Isenhour: Frameworks for Sharing Teaching Practices. 162-175
• 
  Deborah M. Alvarez, Kristine Blair, Elizabeth Monske, Amie Wolf: Team Models in Online Course Development: A Unit-Specific Approach. 176-186
• 
  David Raymond, Kazuhide Kanenishi, Kenji Matsuura, Véronique Baudin, Thierry Gayraud, Yoneo Yano, Michel Diaz: A Model for Content and Communication Management in Synchronous Learning. 187-205
• 
  James Carr: The Implementation of Technology-Based SME Management. 206-215
• 
  Wim Westera, Francis Brouns, Kees Pannekeet, José Janssen, Jocelyn Manderveld: Achieving E-learning with IMS Learning Design - Workflow Implications at the Open University of the Netherlands. 216-225
• 
  Colin Tattersall, Hubert Vogten, Francis Brouns, Rob Koper, Peter van Rosmalen, Peter B. Sloep, Jan van Bruggen: How to create flexible runtime delivery of distance learning courses. 226-236

Volume 8, Number 4, October 2005

• 
  Mark Nichols, Bill Anderson: Strategic e-learning implementation. 1-8

• 
  Chee-Kit Looi, Kinshuk: Editorial - Crafting Learning in Context. 9-10
• 
  Andrew Sempere: Animatronics, Children and Computation. 11-21
• 
  Michael J. Lyons, Daniel Kluender, Nobuji Tetsutani: Supporting Empathy in Online Learning with Artificial Expressions. 22-30
• 
  Maria Grigoriadou, Grammatiki Tsaganou, Theodora Cavoura: Historical Text Comprehension Reflective Tutorial Dialogue System. 31-41
• 
  Heather Pon-Barry, Brady Clark, Karl Schultz, Elizabeth Owen Bratt, Stanley Peters, David Haley: Contextualizing Reflective Dialogue in a Spoken Conversational Tutor. 42-51
• 
  Lyn Pemberton, Sanaz Fallahkhair, Judith Masthoff: Learner Centred Development of a Mobile and iTV Language Learning Support System. 52-63
• 
  Chun-Hung Lu, Chia-Wei Wu, Shih-Hung Wu, Guey-Fa Chiou, Wen-Lian Hsu: Ontological Support in Modeling Learners' Problem Solving Process. 64-74
• 
  Davinia Hernández Leo, Juan I. Asensio-Pérez, Yannis A. Dimitriadis: Computational Representation of Collaborative Learning Flow Patterns using IMS Learning Design. 75-89
• 
  Reuven Aviv, Zippy Erlich, Gilad Ravid: Response Neighborhoods in Online Learning Networks: A Quantitative Analysis. 90-99
• 
  Chao-Lin Liu: Using Mutual Information for Adaptive Item Comparison and Student Assessment. 100-119
• 
  Marcelo Milrad, Philipp Rossmanith, Mario Scholz: Implementing an Educational Digital Video Library Using MPEG-4, SMIL and Web Technologies. 120-127
• 
  Pythagoras Karampiperis, Demetrios G. Sampson: Adaptive Learning Resources Sequencing in Educational Hypermedia Systems. 128-147
• 
  Veronica Rossano, Mike Joy, Teresa Roselli, Erkki Sutinen: Special feature article: A Taxonomy for Definitions and Applications of LOs: A Meta-analysis of ICALT papers. 148-160

• 
  Eun-Ok Baek, Sasha Barab: A Study of Dynamic Design Dualities in a Web-Supported Community of Practice for Teachers. 161-177
• 
  Nurettin Simsek: Perceptions and Opinions of Educational Technologists Related to Educational Technology. 178-190
• 
  Michael W. Ledoux: Institutional Mission and Identity: How Do We Carry the Culture to the Electronic Forum? 191-197
• 
  Marion G. Ben-Jacob: Integrating Computer Ethics across the Curriculum: A Case Study. 198-204
• 
  Hong Kian Sam, Abang Ekhsan Abang Othman, Zaimuarifuddin Shukri Nordin: Computer Self-Efficacy, Computer Anxiety, and Attitudes toward the Internet: A Study among Undergraduates in Unimas. 205-219
• 
  Mai Neo: Engaging Students in Group-based Co-operative Learning- A Malaysian Perspective. 220-232
• 
  Ibrahim Y. Kazu, Hilal Kazu, Oguzhan Ozdemir: The Effects of Mastery Learning Model on the Success of the Students Who Attended "Usage of Basic Information Technologies" Course. 233-243
• 
  Cengiz Hakan Aydin, Deniz Tasci: Measuring Readiness for e-Learning: Reflections from an Emerging Country. 244-257

• 
  Carmen L. Padrón Nápoles: Integrity Software. 258-267

• 
  Ferit Kiliçkaya: OM Personal Multimedia English. 268-269

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