Table Of Content

Author index Author index Andersson R., 387 IssrofF K., 430 Santelices R., 171 Angeli C., 292 Scanlon E., 430 Jacobs N., 317 Schwabe G., 204 Bonsen J., 229 Segers E., 17 Brink A., 1 Kennedy G. E., 260 Sharpies M., 159, 162 Brouns F., 355 Ko H.-W., 181 Shechtman N., 190 Bull S., 162 Konstantakis N. I., 330 Sime D., 130 Burgos D., 355 Koper R., 355 Simpson G., 143 Kurvers H., 355 Siozos P. D., 330 Cancel R., 229 Smith H. J., 91 Chan T., 162 Liang J.-K., 181 Stahl G., 79 Chan T. W., 159 Liber 0., 366 Streith K.-O., 387 Chan T.-W., 181 Liu C.-H., 65 Sung M., 229 Chang B., 181 Liu T.-C., 181 Chen S. Y., 53 Lopez X., 171 Tatar D., 190 Chou C.-Y, 181 Tattersall C., 355 Chou S.-W., 65, 269 Macredie R. D., 53 Taylor R., 239 Corlett D., 162 Madan A., 229 ten Dam G., 1 Cortez C., 171 Marcus G., 239 Thornton P, 217 Creanor L., 343 Marianov V., 171 Tompsett C., 440 Cress U., 281 Mason R., 253 Trinidad S., 396 Cutts Q. I., 260 McFarlane A., 317 Tsai C.-C., 374 McGhie-Richmond D., 118 Tsoukalas 1. A., 330 Deng Y-C., 181 Miller J., 91 Tymms P, 419 DeVaul R., 229 Mitchell T. J. F., 53 Valanides N., 292 Eagle N., 229 Noss R., 143 Verhoeven L., 17 Ellis R. A., 239 Nussbaum M., 171 Volman M., 1 Ercetin G., 28 Palaigeorgiou G. E., 330 Gips J., 229 Pearson J., 396 Wai-kit Ma W., 387 Goth C., 204 Pegler C., 253 Walker S., 343 Gulz A., 405 Pentland A., 229 Wall K., 91 Penuel W. R., 190 Wang C.-H., 303 Wang H.-Y, 181 Hall I., 102 Priestley M., 130 Weller M., 253 Hartley R., 314 Winter E. C., 118 He Q., 419 Rodriguez P., 171 Heemskerk 1., 1 Rosas R., 171 Wu Y.-T., 374 Higgins S., 91, 102 Roschelle J., 159, 190 Houser C., 217 Yang J.-C., 181 Hoyles C., 143 Sakar A., 28 Yang S., 181 Hummel H. G. K., 355 Salovaara H., 39 Yamall L., 190 © Blackwell Publishing Ltd 2005 Journal of Computer Assisted Learning 21, pp449 449 Subject index Subject index I : 1 educational computing. 181 Hamiltonian paths, 440 portraits, 281 hand-held computers, 162, 171 positioning systems, 204 Activity Theory, 430 Higher Education, 430 primary, 91 annotation use, 28 hypennedia, 28 primary and secondary education, 1 anonymity, 281 hypermedia learning, 53 primary schools, 102 assessment, 190 programming, 143 ICT, 102 propensity to innovate in TML, 269 blended environments, 239 ICTuse, 1, 130 blended learning. 396 ICT-related pedagogical content qualitative variation, 239 knowledge, 292 qualitative, 143 case study, 118 illuminative, 143 quantitative, 217 case-based learning. 239 incentive mechanisms, 355 questioning skills, 303 CD-ROM, 17 individual, 143, 217 questionnaire, 374 classical test theory, 419 individual differences, 53, 405 classroom research, 190 infomiation and communication race/ethnicity, 1 cliques, 440 technologies (ICT), 396 real-time, 229 cognitive strategies, 39 information commitments, 374 reconfigurability, 440 collaboration. 79, 118, 143 information searching strategy, 374 reflective observation, 130 collaborative learning. 171 inquiry learning, 39 relation oriented, 405 commodity hardware, 229 instmctional systems design, 292 requirements analysis, 190 common ground, 79 interactive, 91 resource-based learning, 366 communication, 143 interactive learning environment, 181 reusable, 440 complexity, 440 interactive technology, 317 satisfaction, 253 computer, 143 interactive whiteboards, 102 science learning, 190 computer attitude scale, 330 interactivity. 260 second language learning, 17 computer conferencing, 118 interoperability standards, 366 secondary school students, 405 computer experience, 330 interview, 253 secondary, 91, 143 computer science freshmen, 330 IT-use, 343 self-regulation, 39 computer supported cooperative learning, item response theory, 419 semantic Web, 440 204 sensing, 229 computer supported cooperative play, 204 kindergarten, 17 sequence, 317 computer technology acceptance, 387 knowledge building. 317 SIDE-model, 281 computer-assisted assessment. 419 knowledge sharing, 269 social categorization, 281 computer-mediated communication, 281 knowledge-based, 143 social class, 1 conference, 317 L2 reading, 28 social dilemma, 281 conferencing. 343 learner control, 65 social identity theory, 281 conservation laws, 143 learning design, 355 social value orientation, 281 context-aware, 229 learning networks, 355 special education, 118 control group, 17 learning objects, 366, 440 strictly task-oriented, 405 coordination and support of TML, 269 learning organiser, 162 student attitudes to ICT, 130 course construction, 440 lectures, 260 student learning research, 239 courseware, 366 LISREL analysis, 374 student teacher, 387 CSCL, 39, 79 student teachers, 130 m-Ieaming, 229 students’ views, 102 design, 143 mathematical, 440 subjective nonn, 387 design research, 292 mathematics, 143 survey, 330 diagnostic analysis, 419 metadata, 440 system architecture, 229 digital classroom environment. 181 mobile & wireless games, 204 system experience, 53 distributed, 229 mobile learning, 162, 181, 204 distributed cognition, 79 mobile phones, 217 teacher education, 118 domain knowledge, 53 mobile technology, 317 teacher preparation, 292 modelling, 143 teacher training, 171 E-leaming. 204, 253, 303 multi-modal, 229 teachers, 91 e-mail, 217 multimedia, 17, 217 technology acceptance model, 387 ease of use, 387 technology, 91 effectiveness, 65 NP-complete, 440 technology-mediated learning (TML), 269 electronic voting system, 260 one-dimensional collisions, 143 technology-mediated virtual learning empirical, 405 online education, 343 environment (TVLE), 65 engagement, 260 online forum, 130 evaluating e-leaming, 396 online learning, 396 undergraduate, 217 evaluation, 343, 430 online learning environment survey undergraduate student, 162 evaluative standards. 374 (OLES), 396 usefulness, 387 experiment. 17 online learning environments, 396 video, 217 foreign language learning, 217 online resources, 239 virtual characters, 405 gender, 1 online synchronous discussion, 303 virtual learning environments, 253 gender differences, 330 order, 317 wearable computing, 229 group, 143 participation, 355 Web-based learning, 374 group awareness, 281 pedagogical agents, 405 wireless networks, 171 group interviews, 102 pedagogical content knowledge, 292 wireless technologies, 181 group meaning, 79 phonological awareness, 17 World Wide Web, 217 450 ( Blackwell Publishing Ltd 2005 Journal of Computer Assisted learning 21, pp450 I