Knowledge Transformation, Design and Technology Editorial
Richard Noss: Special Issue on knowledge transformation, design and technology : Three papers from the Technology-Enhanced Learning Research Programme.1-3
Andrew E. Fluck, T. Dowden: On the cusp of change: examining pre-service teachers' beliefs about ICT and envisioning the digital classroom of the future.43-52
M. Webb: Changing models for researching pedagogy with information and communications technologies.53-67
Jingfeng Xia: Let us take a Yale open course: a Chinese view of open educational resources provided by institutions in the West.122-137
M. Zhang: Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading.138-152
C.-W. Chung, C.-C. Lee, C.-C. Liu: Investigating face-to-face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display.188-206
Volume 29, Number 3, June 2013
Original Articles
C. Girard, Jean Écalle, Annie Magnan: Serious games as new educational tools: how effective are they? A meta-analysis of recent studies.207-219
Carita Kiili: Argument graph as a tool for promoting collaborative online reading.248-259
Original articles
Carlo Perrotta, M. A. Evans: Instructional design or school politics? A discussion of 'orchestration' in TEL research.260-269
Original Articles
P. Razagifard: The impact of text-based CMC on improving L2 oral fluency.270-279
Z. Li: Natural, practical and social contexts of e-learning: a critical realist account for learning and technology.280-291
M. Kang, T. Im: Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment.292-301
Volume 29, Number 4, August 2013
Original Articles
A. Arslanyilmaz: Computer-assisted foreign language instruction: task based vs. form focused.303-318
Ali Farhan AbuSeileek: Using track changes and word processor to provide corrective feedback to learners in writing.319-333
Gnanathusharan Rajendran: Virtual environments and autism: a developmental psychopathological approach.334-347
Ben Cowley, Tuija Heikura, Niklas Ravaja: Learning loops - interactions between guided reflection and experience-based learning in a serious game activity.348-370
K. Wojcikowski, S. Brownie: Generic reflective feedback: An effective approach to developing clinical reasoning skills.371-382
Research-informed Strategies for Moving Education into the Digital Age - Outcomes of the International Summit on ICT in Education
Joke Voogt, Gerald Knezek: Building a global community of policymakers, researchers and educators to move education systems into the digital age.399-402
Stefania Manca, Maria Ranieri: Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment.487-504
D. M. Bressler, A. M. Bodzin: A mixed methods assessment of students' flow experiences during a mobile augmented reality science game.505-517
Veysel Demirer, Ismail Sahin: Effect of blended learning environment on transfer of learning: an experimental study.518-529
C. H. Liao, M. H. Yang, B. C. Yang: Developing a diagnosis system of work-related capabilities for students: A computer-assisted assessment.530-546
P. Häkkinen: Multiphase method for analysing online discussions.547-555
Jyh-Tsorng Jong, Jon-Chao Hong, C.-Y. Yen: Persistence temperament associated with children playing math games between touch panel and embodied interaction.569-578