British journal of educational technology

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  Año 2007, Vol. 38, Número 2

  • Editorial

    Nick Rushby

    págs. 195-196

    

  • A framework of context-awareness support for peer recommendation in the e-learning context

    Yanlin Zheng, Yoneo Yano

    • Resumen

    págs. 197-210

    

  • A conceptual framework based on Activity Theory for mobile CSCL

    Gustavo Zurita, M. Nussbaum

    • Resumen

    págs. 211-235

    

  • Fostering collaborative knowledge construction in a video-based learning setting: effects of a shared workspace and a content-specific graphical representation

    Aemilian Hron, Ulrike Cress, Karsten Hammer, Helmut Felix Friedrich

    • Resumen

    págs. 236-248

    

  • Gameplaying for maths learning: cooperative or not?

    Fengfeng Ke, Barbara Grabowski

    • Resumen

    págs. 249-259

    

  • The influence of instructional methods on the quality of online discussion

    Heather Kanuka, Liam Rourke, Elaine Laflamme

    • Resumen

    págs. 260-271

    

  • Comparing asynchronous online discussions and face-to-face discussions in a classroom setting

    Qiyun Wang, Huay Lit Woo

    • Resumen

    págs. 272-286

    

  • Evaluating the impact of guest speaker postings in online discussions

    Leaunda S. Hemphill, Hoyet H. Hemphill

    • Resumen

    págs. 287-293

    

  • Designing online courses that effectively engage learners from diverse cultural backgrounds

    Minjuan Wang

    • Resumen

    págs. 294-311

    

  • From strategic planning to meaningful learning: diverse perspectives on the development of web-based teaching and learning in higher education

    Erika Löfström, Anne Nevgi

    • Resumen

    págs. 312-324

    

  • The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds

    Richard Andrews, Allison Freeman, Dan Hou, Nick McGuinn, Alison Robinson, Judy Zhu

    • Resumen

    págs. 325-336

    

  • Blending online learning with traditional approaches: changing practices

    Rae Condie, Kay Livingston

    págs. 337-348

    

  • Post-16 e-learning content production: a synthesis of the literature

    Sara de Freitas

    • Resumen

    págs. 349-364

    

  • ‘First do no harm’: developing teachers’ ability to use ICT in subject teaching: some lessons from the UK

    Terry Haydn, Roy Barton

    págs. 365-368

    

  • Developing a web-based two-tier test for internet literacy

    Chien Chou, Chin Chung Tsai, Pei Shan Chan

    págs. 369-372

    

  • E-ffective writing for e-learning environments – By Katy Campbell

    Lewis Elton

    págs. 373-373

    

  • Developing creativity in higher education – Edited by Norman Jackson

    Lewis Elton

    págs. 373-374

    

  • Towards a comprehensive theory of human learning – By Peter Jarvis

    Roger Lindsay

    págs. 374-375

    

  • Designing video and multimedia – By Jack Koumi

    Sanjaya Mishra

    págs. 375-376

    

  • Assessing the value of e-learning systems – By Yair Levy

    David Hawkridge

    págs. 376-377

    

  • The science and art of integrating ICT in Singapore schools – By Cher Ping Lim

    Neil Selwyn

    págs. 377-377

    

  • Improving subject teaching – Edited by Robin Millar

    Diana Battersby

    págs. 377-378

    

  • Empirical methods for evaluating educational interventions – Edited by Gary D Phye

    Mike Johnson

    págs. 378-379

    

  • Problem-based learning online – Edited by Maggi Savin-Baden & Kay Wilkie

    John Cowan

    págs. 379-380

    

  • Learning from research on teaching: Perspective, methodology and representation – Edited by Jere Brophy & Stefinee Pinnegar

    págs. 380-380

    

  • Secondary science: Reflective reader – By Gren Ireson & John Twidle

    págs. 380-381

    

  • Developing a pedagogy of teacher education – By John Loughran

    págs. 381-381

    

  • Technology-supported learning and teaching – Edited by John O'Donoghue

    págs. 381-382

    

  • Climbing towards excellence – By John R Rowling & Wyll Willis

    págs. 382-382

    

  • E-learning and disability in higher education – By Jane K Seale

    págs. 382-383