British journal of educational technology

• 

  Año 2011, Vol. 42, Número 4

  • Editorial.

    Nick Rushby

    • Resumen

    págs. 541-542

    

  • Does the New Digital Generation of Learners Exist? A Qualitative Study.

    Jaime Sánchez, Alvaro Salinas, David Contreras, Eduardo Meyer

    • Resumen

    págs. 543-556

    

  • Competencies for learning design: A review of the literature and a proposed framework.

    Piers MacLean, Bernard Scott

    • Resumen

    págs. 557-572

    

  • Trigger videos on the Web: Impact of audiovisual design.

    Ria Verleur, Ard Heuvelman, Pløn W. Verhagen

    • Resumen

    págs. 573-582

    

  • Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers.

    Elizabeth Murphy, María A. Rodríguez Manzanares, Michael Barbour

    • Resumen

    págs. 583-591

    

  • How helpful are error management and counterfactual thinking instructions to inexperienced spreadsheet users' training task performance?

    Peter Caputi, Amy Chan, Rohan Jayasuriya

    • Resumen

    págs. 592-597

    

  • Learning residential electrical wiring through computer simulation: The impact of computer-based learning environments on student achievement and cognitive load.

    Han-Chin Liu, I-Hsien Su

    • Resumen

    págs. 598-607

    

  • Developing simulations in multi-user virtual environments to enhance healthcare education.

    Luke Rogers

    • Resumen

    págs. 608-615

    

  • Exploring game experiences and game leadership in massively multiplayer online role-playing games.

    YeiBeech Jang, SeoungHo Ryu

    • Resumen

    págs. 616-623

    

  • Improving teaching and learning of computer programming through the use of the Second Life virtual world

    Micaela Esteves, Benjamim Fonseca, Leonel Morgado, Paulo Martins

    • Resumen

    págs. 624-637

    

  • Game-based feedback for educational multi-user virtual environments.

    Darryl Charles, Therese Charles, Michael McNeill, David Bustard, Michaela Black

    • Resumen

    págs. 638-654

    

  • Learning from games: Does collaboration help?

    Hans van der Meij, Eefje Albers, Henny Leemkuil

    • Resumen

    págs. 655-664

    

  • Online or face-to-face? An experimental study of examiner training.

    Suzanne Chamberlain, Rachel Taylor

    • Resumen

    págs. 665-675

    

  • Active classroom participation in a Group Scribbles primary science classroom.

    Wenli Chen, Chee-Kit Looi

    • Resumen

    págs. 676-686

    

  • A reciprocal peer review system to support college students' writing.

    Yu-Fen Yang

    • Resumen

    págs. 687-700

    

  • Can Turnitin be used to provide instant formative feedback?

    Vivien Rolfe

    • Resumen

    págs. 701-710