Volume 22, Number 1, February 2006

• 
  R. Oliver: Exploring a technology-facilitated solution to cater for advanced students in large undergraduate classes. 1-12
• 
  Ola Berge, Annita Fjuk: Understanding the roles of online meetings in a net-based course. 13-23
• 
  Bracha Kramarski, M. Gutman: How can self-regulated learning be supported in mathematical E-learning environments? 24-33
• 
  Minna Puustinen, M. Baker, K. Lund: GESTALT: a framework for redesign of educational software. 34-46
• 
  Margus Pedaste, Tago Sarapuu: Developing an effective support system for inquiry learning in a Web-based environment. 47-62
• 
  C. Vreman-de Olde, T. de Jong: Scaffolding learners in designing investigation assignments for a computer simulation. 63-73
• 
  George Palaigeorgiou, Theofanis Despotakis, Stavros N. Demetriadis, Ioannis A. Tsoukalas: Synergies and barriers with electronic verbatim notes (eVerNotes): note taking and report writing with eVerNotes. 74-85

Volume 22, Number 2, April 2006

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  Sarah Manlove, Ard W. Lazonder, Ton de Jong: Regulative support for collaborative scientific inquiry learning. 87-98
• 
  J. D. Bain, Carmel McNaught: How academics use technology in teaching and learning: understanding the relationship between beliefs and practice. 99-113
• 
  Gordon Simpson, Celia Hoyles, Richard Noss: Exploring the mathematics of motion through construction and collaboration. 114-136
• 
  S. Erhel, E. Jamet: Using pop-up windows to improve multimedia learning. 137-147

Volume 22, Number 3, June 2006

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  R. Moreno: Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. 149-158
• 
  Karen Guldberg, Rachel M. Pilkington: A community of practice approach to the development of non-traditional learners through networked learning. 159-171
• 
  G. E. Krull, Brenda Mallinson, David A. Sewry: Describing online learning content to facilitate resource discovery and sharing: the development of the RU LOM Core. 172-181
• 
  Guglielmo Trentin: The Xanadu project: training faculty in the use of information and communication technology for university teaching. 182-196
• 
  J. Villaverde, Daniela Godoy, Analía Amandi: Learning styles' recognition in e-learning environments with feed-forward neural networks. 197-206
• 
  K. H. Wang, T. H. Wang, W. L. Wang, S. C. Huang: Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. 207-217
• 
  B. O'Byrne, S. Securro, J. Jones, C. Cadle: Making the cut: the impact of an integrated learning system on low achieving middle school students. 218-228

Volume 22, Number 4, August 2006

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  Charles K. Crook: Beyond the printed page. 229-230

• 
  Tony Hall, Liam J. Bannon: Designing ubiquitous computing to enhance children's learning in museums. 231-243
• 
  Robert A. Ellis, Peter Goodyear, M. Prosser, A. O'Hara: How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. 244-256
• 
  Roy Barton, Terry Haydn: Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching. 257-272
• 
  S. Q. Yu, Minjuan J. Wang: Modern distance education project for the rural schools of China: recent development and problems. 273-283
• 
  C.-Y. Lai, C.-C. Wu: Using handhelds in a Jigsaw cooperative learning environment. 284-297
• 
  J. M. Ortega-Tudela, C. J. Gómez-Ariza: Computer-assisted teaching and mathematical learning in Down Syndrome children. 298-307

• 
  D. Hoppe, Makiko Sadakata, Peter Desain: Development of real-time visual feedback assistance in singing training: a review. 308-316

Volume 22, Number 5, October 2006

• 
  Richard W. Joiner, Karen Littleton, C. Chou, Janet Morahan-Martin: Gender and information communication technology. 317-319

• 
  J. Cooper: The digital divide: the special case of gender. 320-334
• 
  E. M. Mercier, B. Barron, K. M. O'Connor: Images of self and others as computer users: the role of gender and experience. 335-348
• 
  L. Price: Gender differences and similarities in online courses: challenging stereotypical views of women. 349-359
• 
  R. O'Neill, A. Colley: Gender and status effects in student e-mails to staff. 360-367
• 
  Jane Guiller, Alan Durndell: 'I totally agree with you': gender interactions in educational online discussion groups. 368-381
• 
  Karen Littleton, C. Wood, P. Chera: Interactions with talking books: phonological awareness affects boys' use of talking books. 382-390

Volume 22, Number 6, December 2006

• 
  Charles K. Crook: JCAL submissions: on getting yourself 'online early'. 391

• 
  Thomas Huk: Who benefits from learning with 3D models? the case of spatial ability. 392-404
• 
  Siu Cheung Li, N. Law, Andrew Kwok-Fai Lui: Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science. 405-422
• 
  Eric Jui-Lin Lu, Yi-Hui Chen: Design of a delegable SCORM conformant learning management system. 423-436
• 
  Djordje Kadijevich: Achieving educational technology standards: the relationship between student teacher's interest and institutional support offered. 437-443
• 
  J. N. Bassili: Promotion and prevention orientations in the choice to attend lectures or watch them online. 444-455
• 
  Carlo Perrotta: Learning to be a psychologist: the construction of identity in an online forum. 456-466

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