Volume 25, Number 1, February 2009

• 
  Andrew Ravenscroft: Social software, Web 2.0 and learning: status and implications of an evolving paradigm. 1-5
• 
  Norbert Pachler, Caroline Daly: Narrative and learning with Web 2.0 technologies: towards a research agenda. 6-18
• 
  Akiko Hemmi, Sian Bayne, Ray Land: The appropriation and repurposing of social technologies in higher education. 19-30
• 
  Lucinda Kerawalla, Shailey Minocha, Gill Kirkup, Grainne Conole: An empirically grounded framework to guide blogging in higher education. 31-42
• 
  Guglielmo Trentin: Using a wiki to evaluate individual contribution to a collaborative learning project. 43-55
• 
  Wilma Clark, Kit Logan, Rose Luckin, Adrian Mee, Martin Oliver: Beyond Web 2.0: mapping the technology landscapes of young learners. 56-69
• 
  Mike Sharples, Rebecca Graber, Colin Harrison, Kit Logan: E-safety and Web 2.0 for children aged 11-16. 70-84
• 
  Caroline Coffin, Sarah North, D. Martin: Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. 85-98

Volume 25, Number 2, April 2009

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  Stuart R. Palmer, Dale M. Holt: Examining student satisfaction with wholly online learning. 101-113
• 
  Xiaoqing Gu, Baohui Zhang, Xiang-Yang Lin, Xuelian Song: Evaluating online solutions for experiential support of distance learning by teachers in China. 114-125
• 
  Camila Cortez, Miguel Nussbaum, G. Woywood, R. Aravena: Learning to collaborate by collaborating: a face-to-face collaborative activity for measuring and learning basics about teamwork. 126-142
• 
  Hyo-Jeong So: When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. 143-160
• 
  Hans-Rüdiger Pfister, Michael Oehl: The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses. 161-176
• 
  Bram de Wever, Hilde van Keer, Tammy Schellens, Martin Valcke: Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation. 177-188
• 
  Stefania Manca, Manuela Delfino, Elvis Mazzoni: Coding procedures to analyse interaction patterns in educational web forums. 189-200

• 
  Paul Thompson: Dialogic Education and Technology: Expanding the Space of Learning. 201-202

Volume 25, Number 3, June 2009

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  Huay Lit Woo: Designing multimedia learning environments using animated pedagogical agents: factors and issues. 203-218
• 
  Christian Hoff, Ulf Wehling, Steffen Rothkugel: From paper-and-pen annotations to artefact-based mobile learning. 219-237
• 
  Philippa Levy, Ola Aiyegbayo, Sabine Little: Designing for inquiry-based learning with the Learning Activity Management System. 238-251
• 
  Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Bernadette H. A. M. van Hout-Wolters: Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments. 252-267
• 
  Ingeborg Krange, Sten R. Ludvigsen: The historical and situated nature design experiments - Implications for data analysis. 268-279
• 
  Alvin Hwang, J. Ben Arbaugh: Seeking feedback in blended learning: competitive versus cooperative student attitudes and their links to learning outcome. 280-293
• 
  François Chiocchio, A. Lafrenière: A project management perspective on student's declarative commitments to goals established within asynchronous communication. 294-305

Volume 25, Number 4, August 2009

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  Dirk Frohberg, Christoph Göth, Gerhard Schwabe: Mobile Learning projects - a critical analysis of the state of the art. 307-331
• 
  Jantina Huizenga, Wilfried Admiraal, Sanne Akkerman, Geert Ten Dam: Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. 332-344
• 
  George Veletsianos: The impact and implications of virtual character expressiveness on learning and agent-learner interactions. 345-357
• 
  Chee-Kit Looi, K.-S. Lim: From bar diagrams to letter-symbolic algebra: a technology-enabled bridging. 358-374
• 
  Yao-Ting Sung, Kuo-En Chang, Wen-Cheng Yu, T.-H. Chang: Supporting teachers' reflection and learning through structured digital teaching portfolios. 375-385
• 
  Mohammad Reza Ahanchian, J. McCormick: Culture and the processes of virtual teaming for training. 386-396
• 
  Anniken Furberg: Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. 397-409

Volume 25, Number 5, October 2009

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  Trond Solhaug: Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment. 411-422
• 
  Jon-Chao Hong, Ching-Ling Cheng, Ming-Yueh Hwang, Chia-Kun Lee, Hsing-Yun Chang: Assessing the educational values of digital games. 423-437
• 
  J. C. C. Chan, Khe Foon Hew, Wing Sum Cheung: Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques. 438-452
• 
  Angelica Guzman, Miguel Nussbaum: Teaching competencies for technology integration in the classroom. 453-469
• 
  Fang-Hao Chen, Chee-Kit Looi, Wenli Chen: Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. 470-488
• 
  Regina Ju-chun Chu, Chin-Chung Tsai: Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults. 489-501

Volume 25, Number 6, December 2009

• 
  Hua-Li Jian, Frode Eika Sandnes, Kris M. Y. Law, Yo-Ping Huang, Yueh-Min Huang: The role of electronic pocket dictionaries as an English learning tool among Chinese students. 503-514
• 
  Tsung-Yu Liu: A context-aware ubiquitous learning environment for language listening and speaking. 515-527
• 
  Karen Guldberg, Jenny Mackness: Foundations of communities of practice: enablers and barriers to participation. 528-538
• 
  Evode Mukama: The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice. 539-548
• 
  Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress: Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information. 549-561
• 
  John A. Ross, Tim Sibbald, Catherine D. Bruce: Characteristics of students assigned to technology-based instruction. 562-573

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