| Gatherings, Communitising and Energies of Attention: Towards Useful Community Concepts
Lars Svensson, HTU, Sweden pp. 2612-2619 |
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| Student Learning Through Collaborative Decision Making: Analysis of the Effect of Temporal Patterns on Output
Rita Vick, University of Hawaii at Manoa, United States; Brent Auernheimer, California State University, Fresno, United States; Martha Crosby & Marie Iding, University of Hawaii at Manoa, United States pp. 2620-2624 |
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| Designing On-Demand Web-Based Instruction Using Minimalist Principles
Tel Amiel, University of Georgia, United States; Margaret Cline, Virginia Tech, United States pp. 2625-2631 |
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| Evaluating a VLE using questionnaires based on Likert-scale questions from a statistical point of view
Christine Frank & Hans Georg Brunn, University of Paderborn, Germany pp. 2632-2633 |
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| Guidelines for Structuring Simulations to Facilitate the Removal of Misconceptions in Learning
Clifford Fyle (Jnr), Florida State University, United States pp. 2634-2641 |
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| Interaction in a Web-Based Course: A Case Study
Scott Gibby, University of Texas at Austin / Austin Community College, United States pp. 2642-2649 |
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| Is Dual-Modality Presentation Really Beneficial?
Ying-Hua Guan, University of Bielefeld, Germany pp. 2650-2653 |
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| Using Encounter Theory to Design Interactive Learning
John Hedberg, National Institute of Education, Singapore; Rod Sims, QANTM, Australia pp. 2654-2657 |
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| The Educational Value of Cues in Computer Animations and Its Dependence on Individual Learner Abilities
Thomas Huk & Mattias Steinke, Learning Lab Lower Saxony, Germany; Christian Floto, Technical University of Braunschweig - Institute of Social Sciences, IWF Knowledge and Media, Germany pp. 2658-2661 |
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| Using Multimedia to Enhance Identity, Content, and Interactivity in an Instructional Web Module.
Dan Johnson, Ohio University College of Osteopathic Medicine, United States pp. 2662-2665 |
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| Multiple Channel Redundancy: Guidelines for Facilitating Learning through the Effective Presentation of Multiple Forms of Information
Jung Lim, Florida State University, United States pp. 2666-2673 |
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| Changes in the Production Process for E-Learning-Systems Using the Combination of Instructional and Narrative Models
Inga Schön, Peter Hoffmann & Michael Herczeg, IMIS, Germany pp. 2674-2677 |
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| A Design Strategy to Integrate Experiential Learning Processes and User Interfaces in Multimedia Learning Tools
Holger Sickel, ZLW/IMA of RWTH Aachen, Germany; Ernst Hartmann, ABWF e.V., Germany; Eva Preuschoff & Tobias Valtinat, ZLW/IMA of RWTH Aachen, Germany pp. 2678-2681 |
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| Back to the essence of user-centered design:
Jeng-Yi Tzeng, National Tsing-Hua University, Taiwan pp. 2682-2684 |
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| Undergraduate and Graduate Attitudes to Innovation Implementation
Betsy Anderton & Christina Parker, University of South Alabama, United States pp. 2685-2688 |
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|  The MEDIA Project: An investigation into the effects computer-based media has on the learning outcomes of individuals who have dyslexia
Nigel Beacham & James Alty, Loughborough University, United Kingdom pp. 2689-2694 |
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| Multiple modality = User satisfaction?
Yaowen Chang, Teachers College, Columbia University, United States pp. 2695-2698 |
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| User Satisfaction: A Validation Study
Yaowen Chang, Teachers College, Columbia University, United States pp. 2699-2702 |
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| Peer Presence and Real-Time Assessment: A Symbiotic Relationship
James Gauthier, Brian Fisher & Maria Klawe, University of British Columbia, Canada pp. 2703-2708 |
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| Anxiety and Design Issues for E-learning
Peter Holt & Joy Fraser, Athabasca University, Canada; Steve Sparling, Adult and Continuing Education, Campbell River, Canada pp. 2709-2712 |
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