| A Survey of Internet-based Risk Awareness among Japanese College Students
James Duggan, Dokkyo University, Japan pp. 2158-2163 |
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| What are students learning from educational robotics? - Different Approaches to Educational Robotics
Amy Eguchi, Bloomfield College, United States pp. 2164-2171 |
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| Developing an intake process for the USPS elearning course development
Nelson Er, Unversity of Oklahoma, United States; Paul Fagiano & Sue Frueh, United States Postal Service, United States p. 2172 |
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| Transition From The BIG Book to the Digital Peer Faculty Evaluation Portfolio at an HBCU: Resistance Is Futile
Larry Ferguson & Margaret Knight, Norfolk State University, United States pp. 2173-2174 |
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| eSchi – A Multimedia Portal for Schizophrenia Learning and Rehabilitation - Work in Progress
Carla Freire & Catarina Reis, INSTITUTO POLITÉCNICO DE LEIRIA (IPL), Portugal; Josep Monguet, Universitat Politécnica de Catalunha, Spain pp. 2175-2180 |
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| Building Pyramids for the 22nd Century
Rebecca Gould, Elizabeth Unger & Tweed Ross, Kansas State University, United States pp. 2181-2183 |
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| Facilitation Tips and Best Practices for the Online Instructor
Chad Greer, Kirsten Largent & Jason Platt, State Farm Insurance Companies, United States p. 2184 |
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| Using item response theory to re-examine the Metacognitive sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ)
Carmen Gress, Olusola Adesope & John Nesbit, Simon Fraser University, Canada pp. 2185-2191 |
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| Developing Students Communicative Competence
Ying Gui, Shanghai University of Finance and Economics, China pp. 2192-2199 |
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| Tennessee Online Model for Addressing
Raylean Henry, Tennessee Board of Regents, United States pp. 2200-2202 |
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| What E-Learning Developers Need to Know about Competency Management
Christine Hipple, Avilar, United States pp. 2203-2205 |
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| Cognitive Overload and Online Learning: A Gap Analysis Study
Tzufang (Orchid) Huang, Wenzao Ursuline College of Languages, Taiwan pp. 2206-2210 |
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| A Study on the Long-term Effect of Computer-Based Learning
Yuka Kawasaki & Hironori Sasaki, Hyogo University of Teacher Education, Japan; Yumi Yamaguchi, Sanyo Gakuen University, Japan; Takafumi Terasawa & Haruhisa Yamaguchi, Okayama University, Japan pp. 2211-2218 |
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| Student Support Services: Application of Multi-Institutional Analysis of Prevalent Issues
Lori Kupczynski, University of Texas - Pan American, United States; Phil Ice & Melanie Winter, American Public University System, United States pp. 2219-2224 |
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| Can the Same Level of Student Satisfaction be Achieved for Technical Education in Virtual Learning Environments (VLEs) as in the Classroom?
Patricia McAteer, IBM CORP Learning, United States; Nancy H. Wall, Ph.D., PMP, CC, IBM Center for Advanced Learning, United States pp. 2225-2230 |
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| Using Asynchronous Conferences to Support Wiki Skills Training and Development of Distance Learning Lessons
Sanjaya Mishra, STRIDE, IGNOU, India pp. 2231-2240 |
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|  K-60 - Access to ICT granted but not taken for granted
Minnamari Naumanen & Markku Tukiainen, University of Joensuu, Dept. of CS and Statistics, Finland pp. 2241-2250 |
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| Parallel Lessons through Internet - an innovative teacher development model
Ho Ming Ng, The University of Hong Kong, Hong Kong pp. 2251-2253 |
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| Literature and Other Stories: Improving Communication Skills through RPS
Mary Noggle, Caldwell Community College and Technical Institute, United States p. 2254 |
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| Influence of Video Learning on Sex Education – Towards Eradicating AIDS in Africa
Caroline Ojeme, University of Ibadan, Nigeria; Olusola Adesope & Tolulope Adesope, Simon Fraser University, Canada pp. 2255-2258 |
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