| Online Versus In-Class Courses: Learning-Style Assessment as an Advisement Tool
Gina Cicco, Eugenio María de Hostos Community College of The City University of New York, USA pp. 161-173 |
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| Experiences Gained Using a Set of SCORM Compliant Reusable Learning Objects for Teaching Programming
Eileen Costelloe, Elizabeth Sherry & Patricia Magee, Institute of Technology Tallaght Dublin, Ireland pp. 175-191 |
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| Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies
Christine Dearnley, University of Bradford, UK; Jill Taylor, Leeds Metropolitan University, UK; Scott Hennessy, University of Leeds, UK; Maria Parks, York St John University, UK; Catherine Coates, Leeds Metropolitan University, UK; Jackie Haigh & John Fairhall, University of Bradford, UK; Kevin Riley, University of Huddersfield, UK; Mark Dransfield, York St John University, UK pp. 193-207 |
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| The Swiss Virtual Campus Project NAHRIS: Experiences from a Multidisciplinary E-Learning Project in the Natural Hazard and Risk Management Domain
Christophe Lienert, ETH Zurich, Institute of Cartography, Switzerland; Nicole Bischof, WSL Institute for Snow and Avalanche Research SLF, Switzerland; Lorenz Hurni, ETH Zurich, Institute of Cartography, Switzerland pp. 209-222 |
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| Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction
Jody Oomen-Early & Lynda Murphy, Texas Woman's University, USA pp. 223-240 |
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| Assessment Using Multi-Criteria Decision Approach for “Higher Order Skills” Learning Domains
Sadhu Balasundaram Ramakishnan & Balakrishnan Ramadoss, National Institute of Technology, India pp. 241-262 |
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| Do Entry Characteristics of Online Learners Affect Their Satisfaction?
Erman Yukselturk, Middle East Technical University, Turkey pp. 263-281 |
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International Journal on E-Learning 
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