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ORCIDComputers & Education, Volume 72
Volume 72, March 2014
- Ruben Vanderlinde, Koen Aesaert
, Johan van Braak:
Institutionalised ICT use in primary education: A multilevel analysis. 1-10 - Abdullah Konak, Tricia K. Clark, Mahdi Nasereddin:
Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories. 11-22 - Juan Alfonso Lara, David Lizcano, María-Aurora Martínez, Juan Pazos, Teresa Riera:
A system for knowledge discovery in e-learning environments within the European Higher Education Area - Application to student data from Open University of Madrid, UDIMA. 23-36 - Fan-Chuan Tseng, Feng-Yang Kuo:
A study of social participation and knowledge sharing in the teachers' online professional community of practice. 37-47 - Theodore J. Kopcha, Christianna Alger:
Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship. 48-58 - Alyse C. Hachey, Claire Wladis, Katherine M. Conway:
Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college. 59-67 - Amina Cviko, Susan McKenney, Joke Voogt:
Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis. 68-79 - Jerry Chih-Yuan Sun:
Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. 80-89 - Sarantos Psycharis, Evi Botsari, Panagiotis Mantas, Dionisios Loukeris:
The impact of the computational inquiry based experiment on metacognitive experiences, modelling indicators and learning performance. 90-99 - Maja Cukusic, Zeljko Garaca, Mario Jadric:
Online self-assessment and students' success in higher education institutions. 100-109 - Jon-Chao Hong, Ming-Yueh Hwang, Ming-Chou Liu, Huei-Ying Ho, Yi-Ling Chen:
Using a "prediction-observation-explanation" inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. 110-120 - Jared Danielson, Vanessa Preast, Holly Bender, Lesya M. Hassall:
Is the effectiveness of lecture capture related to teaching approach or content type? 121-131 - Dragana Martinovic, Christie I. Ezeife, Rob Whent, Jonathan Reed, Gerald H. Burgess, Chantal M. Pomerleau, Yuqi Yang, Ritu Chaturvedi:
"Critic-proofing" of the cognitive aspects of simple games. 132-144 - Marina Umaschi Bers, Louise P. Flannery, Elizabeth R. Kazakoff, Amanda Sullivan:
Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. 145-157 - Kai-Hsiang Yang:
The WebQuest model effects on mathematics curriculum learning in elementary school students. 158-166 - Chorng-Shiuh Koong, Tzu-I Yang, Chao-Chin Wu, Han-Tai Li, Chien-Chao Tseng:
An investigation into effectiveness of different reflective learning strategies for learning operational software. 167-186 - Chi-Cheng Chang, Chaoyun Liang, Kuo-Hung Tseng, Ju-Shih Tseng:
Using e-portfolios to elevate knowledge amassment among university students. 187-195 - Bram E. Vaessen, Frans J. Prins, Johan Jeuring:
University students' achievement goals and help-seeking strategies in an intelligent tutoring system. 196-208 - Shahadat Uddin, Kate Thompson, Beat Schwendimann, Mahendra Piraveenan:
The impact of study load on the dynamics of longitudinal email communications among students. 209-219 - Fan-Ray Kuo, Nian-Shing Chen, Gwo-Jen Hwang:
A creative thinking approach to enhancing the web-based problem solving performance of university students. 220-230 - Jonathan M. Vitale, Michael I. Swart, John B. Black:
Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment. 231-248 - Amy M. Johnson, Jana Reisslein, Martin Reisslein:
Representation sequencing in computer-based engineering education. 249-261 - Francisco P. Rodríguez-Miranda, Francisco J. Pozuelos-Estrada, José C. León-Jariego:
The role of ICT coordinator. Priority and time dedicated to professional functions. 262-270 - Richard F. Schmid, Robert M. Bernard, Eugene Borokhovski, Rana Tamim, Philip C. Abrami, Michael A. Surkes, C. Anne Wade, Jonathan Woods:
The effects of technology use in postsecondary education: A meta-analysis of classroom applications. 271-291 - Royce Kimmons, George Veletsianos:
The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. 292-301 - Kun-Hung Cheng, Chin-Chung Tsai:
Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. 302-312 - Jon-Chao Hong, Ming-Yueh Hwang, Kai-Hsin Tai, Yi-Ling Chen:
Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety. 313-322 - Tamara van Gog, Ilse Verveer, Lise Verveer:
Learning from video modeling examples: Effects of seeing the human model's face. 323-327 - Tzu-Chien Liu, Yi-Chun Lin, Fred Paas:
Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment. 328-338 - Cyril Brom, Edita Bromová, Filip Dechterenko, Michaela Buchtová, Martin Pergel:
Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought? 339-366 - Alejandra J. Magana:
Learning strategies and multimedia techniques for scaffolding size and scale cognition. 367-377 - Wilfred Wing-Fat Lau, Allan H. K. Yuen:
Internet ethics of adolescents: Understanding demographic differences. 378-385
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