You are here:

Journal of Educational Computing Research

2011 Volume 44, Number 2

Search this issue

Table of Contents

Number of articles: 5

  1. Thinking Styles: Maximizing Online Supported Learning

    Carolyn Bishop & Christopher Foster

    Internet supported teacher education programs at the university are increasing, as is the need for qualified teachers in rural areas and inner cities. This study focused on the thinking styles of... More

    pp. 121-139

    View Abstract
  2. Social Interactions and Instructional Artifacts: Emergent Socio-Technical Affordances and Constraints for Children's Geometric Thinking

    Michael A. Evans & Jesse L. M. Wilkins

    The reported exploratory study consisted primarily of classroom visits, videotaped sessions, and post-treatment interviews whereby second graders (n = 12) worked on problems in planar geometry,... More

    pp. 141-171

    View Abstract
  3. Objects, Entities, Behaviors, and Interactions: A Typology of Student-Constructed Computer-Based Models of Physical Phenomena

    Loucas T. Louca, Zacharias C. Zacharia, Michalis Michael & Constantinos P. Constantinou

    The purpose of this study was to develop a framework for analyzing and evaluating student-constructed models of physical phenomena and monitoring the progress of these models. Moreover, we aimed to... More

    pp. 173-201

    View Abstract
  4. Conjoint Processing of Time-Compressed Narration in Multimedia Instruction: The Effects on Recall, but Not Recognition

    Albert D. Ritzhaupt, Ann E. Barron & William A. Kealy

    Although previous research shows verbal recall of time-compressed narration is significantly enhanced when it is accompanied by a representational adjunct picture (Ritzhaupt & Barron, 2008), the... More

    pp. 203-217

    View Abstract
  5. A Multiple-Group Confirmatory Factor Analysis of the Scores for Online Social Presence: Do They Measure the Same Thing across Cultural Groups?

    Cherng-Jyh Yen & Chih-Hsiung Tu

    Online learners and instructors are more diverse in their social and cultural backgrounds than their counterparts in face-to-face classrooms. The diversified social and cultural backgrounds of... More

    pp. 219-242

    View Abstract