Volume 24, Number 1, February 2008

• 
  Mark Grabe, Kimberly M. Christopherson: Optional student use of online lecture resources: resource preferences, performance and lecture attendance. 1-10
• 
  Maria Beatrice Ligorio, Henny van der Meijden: Teacher guidelines for cross-national virtual communities in primary education. 11-25
• 
  Sara de Freitas, Martin Oliver, Adrian Mee, Terry Mayes: The practitioner perspective on the modeling of pedagogy and practice. 26-38
• 
  Nora Mogey, Greg Sarab, Jeff Haywood, Simon Van Heyningen, D. Dewhurst, Dai Hounsell, R. Neilson: The end of handwriting? Using computers in traditional essay examinations. 39-46
• 
  Meng-Ping Tsuei: A web-based curriculum-based measurement system for class-wide ongoing assessment. 47-60
• 
  Steve Kennewell, Howard Tanner, Sonia Jones, Gary Beauchamp: Analysing the use of interactive technology to implement interactive teaching. 61-73
• 
  Peter van Rosmalen, Peter B. Sloep, Liesbeth Kester, Francis Brouns, Marcel De Croock, Kees Pannekeet, Rob Koper: A learner support model based on peer tutor selection. 74-86

Volume 24, Number 2, April 2008

• 
  Chris Jones: Networked learning: weak links and boundaries. 87-89
• 
  Christopher R. Jones, Debra Ferreday, Vivien Hodgson: Networked learning a relational approach: weak and strong ties. 90-102
• 
  Thomas Ryberg, Malene Charlotte Larsen: Networked identities: understanding relationships between strong and weak ties in networked environments. 103-115
• 
  Judith Guevarra Enriquez: Translating networked learning: un-tying relational ties. 116-127
• 
  Timothy Teo, Chwee Beng Lee, Ching Sing Chai: Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. 128-143
• 
  Derek A. Muller, J. Bewes, Manjula D. Sharma, Peter Reimann: Saying the wrong thing: improving learning with multimedia by including misconceptions. 144-155
• 
  Evode Mukama, Sven B. Andersson: Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections. 156-166

Volume 24, Number 3, June 2008

• 
  Jennifer Dawn Golanics, E. Michael Nussbaum: Enhancing online collaborative argumentation through question elaboration and goal instructions. 167-180
• 
  Michel Vandenbroeck, Griet Verschelden, Tom Boonaert: E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide. 181-190
• 
  Tanya J. McGill, Valerie Hobbs: How students and instructors using a virtual learning environment perceive the fit between technology and task. 191-202
• 
  Agoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou: Adapting and personalizing the communication in a synchronous communication tool. 203-216
• 
  Jirarat Sitthiworachart, Mike Joy: Computer support of effective peer assessment in an undergraduate programming class. 217-231
• 
  Marius Gerber, Sven Grund, Gudela Grote: Distributed collaboration activities in a blended learning scenario and the effects on learning performance. 232-244
• 
  Wendy Hui, Paul Jen-Hwa Hu, Theodore H. K. Clark, Kar Yan Tam, John Milton: Technology-assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. 245-259
• 
  Anthony R. Artino: Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. 260-270

Volume 24, Number 4, August 2008

• 
  Tommi Jaakkola, Sami Nurmi: Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities. 271-283
• 
  Sung-Wan Kim, Myung-Geun Lee: Validation of an evaluation model for learning management systems. 284-294
• 
  Robert Zheng, J. Perez, J. Williamson, Jill Anne Flygare: WebQuests as perceived by teachers: implications for online teaching and learning. 295-304
• 
  Patricio García, Silvia N. Schiaffino, Analía Amandi: An enhanced Bayesian model to detect students' learning styles in Web-based courses. 305-315
• 
  Tatjana S. Hilbert, Alexander Renkl, Silke Schworm, Stephan Kessler, Kristina Reiss: Learning to teach with worked-out examples: a computer-based learning environment for teachers. 316-332
• 
  Anoush Margaryan, Allison Littlejohn: Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources. 333-347
• 
  Julia Gillen, Karen Littleton, Alison Twiner, Judith Kleine Staarman, Neil Mercer: Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. 348-358

Volume 24, Number 5, October 2008

• 
  Gill Clough, Ann C. Jones, Patrick McAndrew, Eileen Scanlon: Informal learning with PDAs and smartphones. 359-371
• 
  Adrian Kirkwood: Getting it from the Web: why and how online resources are used by independent undergraduate learners. 372-382
• 
  Deborah Swinglehurst, Jill Russell, Trisha Greenhalgh: Peer observation of teaching in the online environment: an action research approach. 383-393
• 
  Mirweis Sangin, Pierre Dillenbourg, Cyril Rebetez, Mireille Bétrancourt, Gaëlle Molinari: The effects of animations on verbal interaction in computer supported collaborative learning. 394-406
• 
  Johannes Gurlitt, Alexander Renkl: Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. 407-419
• 
  Wim Westera, Rob Nadolski, Hans G. K. Hummel, Iwan G. J. H. Wopereis: Serious games for higher education: a framework for reducing design complexity. 420-432
• 
  Maggie McPherson, Miguel Baptista Nunes: Critical issues for e-learning delivery: what may seem obvious is not always put into practice. 433-445

Volume 24, Number 6, December 2008

• 
  Robin H. Kay, Liesel Knaack: An examination of the impact of learning objects in secondary school. 447-461
• 
  Marijke De Smet, Hilde van Keer, Martin Valcke: Cross-age peer tutors in asynchronous discussion groups: studying the impact of tutors labelling their interventions. 462-473
• 
  Robert Z. Zheng, Wei Yang, D. Garcia, E. P. McCadden: Effects of multimedia and schema induced analogical reasoning on science learning. 474-482
• 
  Peter van Rosmalen, Peter B. Sloep, Francis Brouns, Liesbeth Kester, Adriana J. Berlanga, Marlies Bitter-Rijpkema, Rob Koper: A model for online learner support based on selecting appropriate peer tutors. 483-493
• 
  Jo Tondeur, Martin Valcke, Johan van Braak: A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. 494-506
• 
  Carole R. Beal, Lei Qu, Hyokyeong Lee: Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software. 507-514
• 
  Marina Minhui Lu: Effectiveness of vocabulary learning via mobile phone. 515-525
• 
  Dwayne E. Paré, Steve Joordens: Peering into large lectures: examining peer and expert mark agreement using peerScholar, an online peer assessment tool. 526-540

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