Journal of Computer Assisted Learning 2001: Vol 17 Index

3 Pages·2001·0.12 MB·English

Author index
Antonielli, A., Imperio. E., Rasi, C. & Sacco. M., Virtual Liu, B.J. (see Chen, G.D.)
reality and hypermedia in learning to use a turning lathe, Liu, C.C. (see Chen, G.D.)
142 Liu. E.Z.F. (see Lin. S.S.J.)
Asensio, M. (see Jones, C.) Lockyer, L., Patterson, J. & Harper, B.. ICT in higher
Bollu>l, J. (see van den Bosch. H.) education: evaluating outcomes for health education. 275
Bonamy. J. Charlier, B. & Saunders. M., Bridging Tools' Looi. C.K., Regional editorial: IT programmes and
for change evaluating a collaborative learning network. policies in the Asia-Pacific region. I; Enhancing learning
295 ecology on the Internet, 13
Boyle, M.. The computer as a Trojan Horse, 251 Mak. B.. Learning art with computers — a LISREL
Chamberlain. K. (see Leung, J.P.) model. 94
Chang. C.Y.. A problem-solving based computer-assisted McDougall. A.. Guest editorial: assessing learning with
tutorial for the earth sciences, 263 ICT 223
Chang, K.E.. Sung. Y.T. & Chen, S.F., Learning through McFarlane. A.. Perspectives on the relationships between
computer-based concept mapping with scaffolding aid, 21 ICT and assessment. 227
ChanLin. L., Formats and prior knowledge on learning in McKenna, P„ Programmers: concrete women and
a computer-based lesson, 409 abstract men?, 386
Charlier, B. (see Bonamy, J.) McNair, V. (see Galanouli. D.)
Chen, G.D.. Ou. K.L.. Liu. C.C. & Liu, B.J., Intervention Mumtaz, S. (see Hammond. M.)
and strategy analysis for web group-learning. 58 Noyman, T. (see Passig. D.)
Chen. S.F. (see K.E. Chang) Nulden. U., e-ducation: research and practice. 363
Chung. A.L.S. (see Lam. H.C.) Okamoto. T., Cristea. A. & Kayama. M., Future
Collis. B., de Boer, W. & Slotman. K., Feedback for web- integrated learning environments with Multimedia. 4
based assignments. 306 Oliver. R. & Omar, A., Student responses to collab¬
Cristea. A. (see Okamoto. T.) orating and learning in a web-based environment. 34
De Boer, W. (see Collis. B.) Omar, A. (see Oliver, R.)
De Jong. T. (see Swaak. J.) Ou, K.L. (see Chen. G.D.)
Galanouli. D. & McNair, V., Students’ perceptions of Owston. R.D. & Wideman. H.H.. Computer access and
ICT-related support in teaching placements. 396 student achievement in the early school years. 433
(laapasalo. L. (see Kadijevich. DJ.) Passig. D., Klein. P. & Noyman. T., .Awareness of
hlammond. M. & Mumtaz, S., How trainee teachers of IT toddlers' initial cognitive experiences with virtual reality.
approach teaching their subject. 166 332
Harding. R., What have examinations got to do with Patterson, J. (see Lockyer, L.)
computers in education?, 322 Peters, S. (see Ritchie. G.)
Harper, B. (see l.ockyer, L.) Pun. S.W. (see Lam. H.C.)
Ho. A.H.S. (see Lam. H.C.) Rasi. C. (see Antonietti. A.)
Imperio. E. (see Antonietti. A.) Ritchie. G. & Peters, S., L’sing narratives in conj’erences
Jackson. A.. Rutnick. P. & Kington. A., Principles and to improve the CMC learning environment. 376
practical grouping for the use of drill and practice Sacco. M. (see Antonietti, A.)
programs. 130 Saunders. M. (see Bonamy, J.)
Jones. C. & Asensio, M., Experiences of assessment: Slotman. K. (see Collis. B.)
using phenomenography for evaluation. 314 Spicer, J.I. & Stratford, J., Student perceptions of a virtual
Kadijevich, DJ. & Haapasalo. L.. Linking procedural and field trip to replace a real field trip. 345
conceptual mathematical knowledge through CAL. 156 Stratford, J. (see Spicer, J.I.)
Kavama. M. (see Okamoto. T.) Sung. Y.T. (see K.E. Chang)
Ki.'w.W. (see Lam, H.C.) Swaak. J. & de Jong, T., Discovery simulations and the
Kington. A. (see Jackson. A.) assessment of intuitive knowledge. 284
Klassen. J. (see Vogel, D.) Tolmie. A.. Examining learning in relation to the contexts
Klein. P. (see Passig, D.) of use of ICT, 235
Ko. P.Y. (see Lam, H.C.) Trikic, A.. Evolving open learning environments using
Kutnick. P. (see Jackson, A.) hypermedia technology. 186
Lam. H.C.. Ki. W.W., Law, N., Chung, A.L.S.. Ko. P.Y.. Tsai, C.C., Lin, S.S.J. & Yuan. S.M., Students’ use of
Ho. A.H.S. & Pun. S.W., Designing CALL for learning web-based concept map testing and strategies J'or
Chinese characters. 115 learning. 72
Law, N. (see Lam. H.C.) Tsiriga, V (see Virvous, M.)
l.eung. J.P. & Chamberlain. K.. Learning about Van den Bosch. H. & Bolluyl. J., The use of hypertext in
psychological professions with the world-wide web. 177 the writing of group papers. 355
l.ew'is. R. Editorials: collective forgetting. 129; current V'incent, J., The role of visually rich technology in
research. 331 facilitating children’s writing. 242
Liang. C.C., Guidelines Jbr distance education: a case Virvou, M. & Tsiriga. V., An object-orientedsojtware life
study in Taiwan. 48 cycle of an intelligent tutoring system. 200
Lim. C.P.. Visualisation and animation in a CAL Vogel. D. & Klassen. J. Technology-supported learning:
package: anchors or misconceptions?, 206 status, issues and trends. 104
Lin. S.S.J., Liu, E.Z.F. & Yuan, S.M.. Web-based peer Wideman. H.H. (see Owston. R.D.)
assessment: feedback for students with various thinking- Yang, S-C., Integrating computer-mediated tools into the
styles. 420; (see Tsai, C.C.) language curriculum. 85
Yuan, S.M. (see Lin. S.S.J.); (see Tsai. C.C.)
© 2001 Blackwell .Science Ltd
Keyword index
Intervention, 58
Abstract. 386 Interview, 34, 166, 186. 242. 251, 314. 332
Access. 433 Intuitive knowledge. 284
Achievement. 263 IT-use, 166, 227, 295, 314, 396
Action research. 306 Kindergarten, 332
Activity theory, 186 Knowledge building, 227
Animation. 206. 409 Language. 85
Aptitude. 420 Learning; community, 13: environment, 4, 13: outcome,
Art. 94 227, 275: strategy, 72: styles. 242, 386
■Assessment. 227, 242. 284. 306. 322, 363 Literacy, 433
Attitude. 85,94, 166, 251,396 Mathematics. 200, 251, 322; education. 156
Biologv, 21. 345 Mediated. 85. 104, 306
Case st'udv . 48. 206. 396. 433 Modelling, 4
CD-ROM. 104 Motivation. 72
Change. 295, 322. 363 Multimedia. 4, 34, 104, 115
Chinese characters, 115 Narrative. 376
Collaboration, 13. 275. 295. 314. 355, 363, 376, 433 Object-oriented software, 200
Comparison. 21, 142 Observation. 166, 242. 433
Computer, 21, 263, 396: assisted learning. 156: Online. 295
science. 420; Laptop. 433 Peer; assessment. 420; tutoring. 177
Computing. 251 Phenomenography, 314
Concept mapping. 21, 72 Phvsics. 284, 409
Conceptual anchors. 206; knowledge. 156 Policy, 227
Concrete. 386 Post-graduate. 166. 186. 306. 396
Conferencing. 235, 314, 376 Post-secondary, 58. 85, 284
Constructivism. 156. 242, 376 Practice. 227
Constructivist. 72. 332, 363 Pre/post test. 186. 284
Context. 235 Pre-school. 332
Continuing. 4 Primary , 115. 130, 433
Control group. 177. 263, 433 Problem solving. 34. 104, 263. 363, 409
Courseware, 115 Procedural knowledge. 156
Curriculum development. 48 Process. 130. 409
Data mining. 58 Professional. 166. 295. 322
Database, 58 Programming. 386
Daycarers. 332 Psychological professions. 177
Diabetes. 186 Qualitative. 295, 314
Discourse analysis. 58. 130. 376. 420 Quantitative. 85. 409
Discovery learning. 284 Questionnaire. 34. 48. 72. 85. 94. 142. 200, 332. 345.
Dissemination. 235 355, 386. 396
Distance. 4. 48.314,376 Research paradigm, 363
Distributed. 13 Satisfaction. 251
Drill and practice. 130 Scaffold. 21
Economics. 206 School. 72. 94, 115. 166. 227, 235. 242, 396
Email. 34 Science. 72, 263
Empirical. 21. 200 Secondary, 21, 200. 206. 251. 263, 322. 409
Engineering. 142 Simulation. 284
I'.nglish. 85. 322 Social environment. 376
Evaluation. 314 Software development, 251
Examination. 322 Student-centred. 34, 306, 433
Experiential. 363 Survey , 94
Explicit knowledge. 284 Svnchronous. 48
feedback. 306. 420 Teachers. 48. 166. 295, 376. 396
Field studies. 345 Testing. 72
Eormative, 200 Tutorial, 206, 275
Gender, 235, 386 Undergraduate. 34. 48. 142, 177. 275, 314. 345, 355, 363.
Group. 13, 34. 58, 130, 235, 295 386. 420
Clroupv^are. 355 University, 235. 295
Health education. 275 Video, 48
Hypermedia. 142. 186, 206. 345 Virtual campus. 295
Hypertext, 355 Virtual reality, 142, 332, 345
Illuminative. 48. 115, 235, 314, 396 Visual preference, 242
Incidental learning, 251 Visualisation. 206. 409
Individual. 104, 130 Vocational, 322
Instruction. 115 142 Web publication. 177
Intelligent tutoring. 4, 200 Web-based system. 306
Interaction. 275 World-Wide web, 4, 13. 34, 58. 72. 85, 94, 104, 177, 186.
Interactive learning. 104 275, 420
Interface. 200, 409 Writing. 242. 355, 433
Internet. 13, 58, 177, 322, 355, 376 Zoology, 345
VI © 2001 Blackwell Science Ltd