| Instructional Design for E-learning: The Top Ten Signs That You Might Have it Wrong
Stephan Burdick, University of Michigan Health System, United States pp. 1083-1088 |
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| Designing Effective Learning Environments
Patricia Busk, University of San Francisco, United States pp. 1089-1092 |
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| Emerging communities: new challenges for 21st century training models
Mar Camacho & Mercè Gisbert, Universitat Rovira i Virgili, Spain pp. 1093-1098 |
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| Virtual communities as training agents: towards lifelong models of teacher training
Mar Camacho & Mercè Gisbert, Universitat Rovira i Virgili, Spain pp. 1099-1104 |
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| Interactive Multimedia Instruction for US Army Training
Charlotte Campbell, Glenn Cantrell, Timothy Generalao, Alicia Sawyer & James Takitch, Human Resources Research Organization, United States pp. 1105-1110 |
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| Authentic Assessment: Myth or Miracle?
Yayin Chan, University of Southern California, United States pp. 1111-1118 |
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| Cross-cultural images as learning resources
Yayin Chan, University of Southern California, United States pp. 1119-1124 |
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| Using Children’s Media to Teach Foreign Languages to Adults
Yayin Chan, University of Southern California, United States pp. 1125-1130 |
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| Critical Thinking Instruction Model in Teacher Education
Ying-Chen Chang & Ya-Ting Carolyn Yang, Institute of Education of National Cheng Kung University, Taiwan pp. 1131-1135 |
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| Scaffolding Collaboration Using e-Learning Technologies
Ching-Chiu Chao, TKU, Taiwan pp. 1136-1139 |
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| Personalized computer-assisted instruction on English reading comprehension in elementary school students in Taiwan
Chiu-Jung Chen, National Kaohsiung First University of Science and Technology, Taiwan; Pei-Lin Liu, National Chiayi University, Taiwan pp. 1140-1143 |
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| Instructional Technology Training for Graduate Students
Hugh Crumley, Duke University, United States pp. 1144-1147 |
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| Institutional Charisms and Institutional Core Values: Implementing Mission in Online Practice
Charles Dickel & Sharon Ishii-Jordan, Creighton University, United States; Timothy Cook, Creighton Univesity, United States pp. 1148-1151 |
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| Principles of Good Practice Applied to Online Instructional Design: Countering the Skeptics of Online Delivery
Charles Dickel & Sharon Ishii-Jordan, Creighton University, United States pp. 1152-1156 |
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| E-Places: Creating a Space for Exemplarary Teaching and Learning
Iain Doherty, Learning Technology Unit, Faculty Medical and Health Sciences, University of Auckland, New Zealand pp. 1157-1164 |
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| Engaging Students Online: Active Learning techniques that build community and increase learning
Judy Donovan, Indiana University Northwest, United States pp. 1165-1170 |
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| Fostering Meaningful Learning and Argumentation Skills via an Online Forum within a Hybrid Course
Dov Dori, Technion, Israel pp. 1171-1177 |
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|  Evaluating student motivation in constructivistic, problem-based introductory computer science courses
Lukas Faessler, Hans Hinterberger, Markus Dahinden & Marco Wyss, ETH Zurich, Switzerland pp. 1178-1185 |
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| The MALTES Factor and the DAU Learning Evolution
Sue Stein, Defense Acquisition University, United States; Stephen Fennell, DAU, United States; Shanan Farmer, NGA, United States pp. 1186-1192 |
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| Evaluating the Usefulness of Design Patterns in Supporting Novice Course Designers: First Experiences
Sherri Frizell, Prairie View A&M University, United States pp. 1193-1197 |
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