| Signposts in the Sand: Key Issues for E-Moderators
Mary Kiernan, Pete Thomas & Mark Woodroffe, Open University, United Kingdom pp. 1647-1650 |
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| A Comparison of Paper-Based and Computer-Based Instruction in High School Mathematics
Alexander Kim, Wilhelmina Savenye & Howard Sullivan, Arizona State University, United States pp. 1651-1658 |
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| Things that Make Agent as Learning Companion Effective
Yanghee Kim, Florida State University, United States pp. 1659-1666 |
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| Personalized Computer-Based Instruction and Student Performance on Mathematics Word Problems
Heng-Yu Ku & Pei-Lin Liu, University of Northern Colorado, United States pp. 1667-1670 |
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| Bridging the Digital Divide through E-Learning - Part I: A Study of Higher Education Students’ Attitudes toward Online Collaboration and Knowledge Management
Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey pp. 1671-1674 |
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| The Strategies and Principles for Creating Interactive Online Discussions - Part I: A Study of the Students’ Experiences and Feelings toward E-Bulletin Boards
Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey pp. 1675-1678 |
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| Multimedia-Based Generative Concept Mapping and Problem Solving Performance
Youngmin Lee & Soyoung Kim, Florida State University, United States pp. 1679-1685 |
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| Design for Learning Complex Phenomenon: Experiences of Blended Problem-Based Learning in Medicine
Jarmo Levonen, University of Tampere, Department of Education, Finland; Kati Hakkarainen, Univeristy of Tampere, Medical School, Finland; Teija Vainio, University of Tampere, Hypermedia Laboratory, Finland pp. 1686-1689 |
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| Analyzing Students Cognitive Skills in Online Small Group Activities
Guan-Yu Lin & Yi-Mei Lin, School of Informational Science and Learning Technologies, University of Missouri - Columbia, United States pp. 1690-1693 |
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| Psychological Preference and Online Asynchronous Written Dialogue
Lin Lin, Teachers College, Columbia University, United States; Patricia Cranton, St. Francis Xavier University, Canada, Canada pp. 1694-1697 |
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| On the Relation Between WebQuest and the Promotion of Technological Literacy
Juhong (Christie) Liu & Barbara Lockee, IT Program at Virginia Tech, United States p. 1698 |
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| Communication Design for Online Courses: Effects of a Multi-Layer Approach
Leping Liu, University of Nevada, Reno, United States pp. 1699-1700 |
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| Developing Peer Feedback Strategies for a Learning Environment
Pei-Lin Liu & Heng-Yu Ku, University of Northern Colorado, United States pp. 1701-1702 |
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| A Learning Design to Support Multi-Literacy Development in K-12 Contexts
Lori Lockyer, Ian Brown & David Blackall, University of Wollongong, Australia pp. 1703-1706 |
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| Crossing Boundaries Through Work-integrated Knowledge Communities
Ulrika Lundh Snis & Christian Östlund, Laboratorium for Interaction Technology, Sweden pp. 1707-1710 |
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| An extensible multidimensional grid to describe virtual learning community types
Olga Marino & Julien Contamines, Télé-université du Québec, Canada pp. 1711-1714 |
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| Position of eLearning in Education
Erika Mechlova & Martin Malcik, University of Ostrava, Czech Republic pp. 1715-1718 |
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| Dynamic User Modelling through Virtual Course : Toward a Cognitive Approach to Represent Knowledge for E-Learning
Mehdi Najjar & André Mayers, Dept. of Mathematics and Computer Science, University of Sherbrooke, Canada pp. 1725-1728 |
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| Exploring the mediating role of Mobile technology in Learning
Carljohan Orre & Ulf Hedestig, Umea University, Sweden pp. 1729-1736 |
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| The Effect of Character Spacing on Reading in Personal Digital Assistants (PDA)
Sanghoon Park, Minjeong Kim, Jeeheon Ryu & Chanhee Son, Florida State University, United States pp. 1737-1739 |
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This proceedings has 8 award papers. Click here to view award papers for this proceedings book.