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Journal of Computer Assisted Learning

August 2017 Volume 33, Number 4

Editors

A. Kirschner Paul

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Table of Contents

Number of articles: 9

  1. Using cognitive load theory to structure computer-based learning including MOOCs

    O. Chen, G. Woolcott & J. Sweller

    A massive, open, online course (MOOC) is a form of computer-based learning that offers open access, internet-based education for unlimited numbers of participants. However, the general quality and ... More

    pp. 293-305

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  2. Short answers to deep questions: supporting teachers in large-class settings

    J. McDonald, R.J. Bird, A. Zouaq & A.C.M. Moskal

    In large class settings, individualized student–teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning.... More

    pp. 306-319

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  3. Early reading intervention by means of a multicomponent reading game

    M. Ven van de, L. Leeuw de, M. Weerdenburg van & E.G. Steenbeek‐Planting

    This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The... More

    pp. 320-333

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  4. Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs

    M. Kurt & H. Bensen

    This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative... More

    pp. 334-346

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  5. Does instructor's image size in video lectures affect learning outcomes?

    Z. Pi, J. Hong & J. Yang

    One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture-in-picture. As the image size of the instructor varies... More

    pp. 347-354

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  6. Effects of mobile devices on K–12 students' achievement: a meta-analysis

    S. Tingir, B. Cavlazoglu, O. Caliskan, O. Koklu & S. Intepe‐Tingir

    In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K–12. Based on our inclusion criteria, we searched... More

    pp. 355-369

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  7. Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

    R.C. Paiva, M.S. Ferreira & M.M. Frade

    The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the... More

    pp. 370-381

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  8. Information problem-solving skills in small virtual groups and learning outcomes

    Consuelo Garcia & Antoni Badia

    This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a... More

    pp. 382-392

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  9. Medical students' attitudes towards the use of virtual patients

    M. Sobocan & Z. Klemenc‐Ketis

    An increasing number of virtual patients (VPs) are being used in the classroom, which raises questions about how to implement VPs to improve students' satisfaction and enhance their learning. This ... More

    pp. 393-402

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