Journal of Computer Assisted Learning, Volume 29

Volume 29, Number 1, February 2013

Knowledge Transformation, Design and Technology Editorial

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  Richard Noss:
  Special Issue on knowledge transformation, design and technology : Three papers from the Technology-Enhanced Learning Research Programme. 1-3

Original articles

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  Joke Voogt, Gerald Knezek, Margaret J. Cox, Don Knezek, Alfons ten Brummelhuis:
  Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. 4-14
• 
  Diana Laurillard, Patricia Charlton, Brock Craft, Dionisios Dimakopoulos, D. Ljubojevic, George D. Magoulas, E. Masterman, R. Pujadas, Edgar A. Whitley, Kim David Whittlestone:
  A constructionist learning environment for teachers to model learning designs. 15-30
• 
  Patrick Carmichael, Michael Tscholl:
  Cases, simulacra, and Semantic Web technologies. 31-42
• 
  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
• 
  Manolis Mavrikis, Richard Noss, Celia Hoyles, Eirini Geraniou:
  Sowing the seeds of algebraic generalization: designing epistemic affordances for an intelligent microworld. 68-84
• 
  M. J. Cox:
  Formal to informal learning with IT: research challenges and issues for e-learning. 85-105

Editorial

• 
  Mary Webb, Nicholas Reynolds:
  Current and future research issues for ICT in education. 106-108

Volume 29, Number 2, April 2013

Original Articles

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  Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur, Johan van Braak:
  Technological pedagogical content knowledge - a review of the literature. 109-121
• 
  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
• 
  Jered Borup, Charles R. Graham, Randall S. Davies:
  The nature of adolescent learner interaction in a virtual high school setting. 153-167
• 
  J. Hannon:
  Incommensurate practices: sociomaterial entanglements of learning technology implementation. 168-178
• 
  Jason L. Skues, E. G. Cunningham:
  The role of e-learning coaches in Australian secondary schools. 179-187
• 
  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

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  C. Girard, Jean Écalle, Annie Magnan:
  Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. 207-219
• 
  Awadh A. Y. Al-Qahtani, Steven E. Higgins:
  Effects of traditional, blended and e-learning on students' achievement in higher education. 220-234
• 
  Ulrike Cress, Christoph Held:
  Harnessing collective knowledge inherent in tag clouds. 235-247
• 
  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
• 
  Pantelis M. Papadopoulos, Stavros N. Demetriadis, Armin Weinberger:
  'Make it explicit!': Improving collaboration through increase of script coercion. 383-398

Volume 29, Number 5, October 2013

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
• 
  Joke Voogt, Ola Erstad, Chris Dede, Punya Mishra:
  Challenges to learning and schooling in the digital networked world of the 21st century. 403-413
• 
  Kwok-Wing Lai, Ferial Khaddage, Gerald Knezek:
  Blending student technology experiences in formal and informal learning. 414-425
• 
  Peter Twining, Juliana Raffaghelli, Peter Albion, Don Knezek:
  Moving education into the digital age: the contribution of teachers' professional development. 426-437
• 
  N. Davis, Birgit Eickelmann, P. Zaka:
  Restructuring of educational systems in the digital age from a co-evolutionary perspective. 438-450
• 
  Mary E. Webb, David C. Gibson, Alona Forkosh-Baruch:
  Challenges for information technology supporting educational assessment. 451-462
• 
  Thérèse Laferrière, Christine Hamel, Michael Searson:
  Barriers to successful implementation of technology integration in educational settings: a case study. 463-473
• 
  M. J. Cox, Dale S. Niederhauser, Nancy Castillo, A. B. McDougall, T. Sakamoto, S. Roesvik:
  Researching IT in education. 474-486

Volume 29, Number 6, December 2013

Original Articles

• 
  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
• 
  J. Jia, Y. Chen, Z. Ding, Y. Bai, B. Yang, M. Li, J. Qi:
  Effects of an intelligent web-based English instruction system on students' academic performance. 556-568
• 
  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
• 
  Zahira Merchant, Ernest T. Goetz, Wendy Keeney-Kennicutt, Lauren Cifuentes, Oi-man Kwok, Trina J. Davis:
  Exploring 3-D virtual reality technology for spatial ability and chemistry achievement. 579-590