Computers & Education
May 2004 Volume 42, Number 4
Table of Contents
Number of articles: 6
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Encouraging equitable online participation through curriculum articulation
Ken Masters & Gudrun Oberprieler
Student participation is a central issue in debates around online education. In most instances, course convenors wish to increase the amount of participation, while ensuring that the quality is of ... More
pp. 319-332
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Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey
Elizabeth Henning & Duan Van der Westhuizen
The article addresses the issue of learning to elearn in borderless programs in a globalised learning landscape and the associated problems of scaffolding the journey across the digital divide. The... More
pp. 333-352
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Factors influencing the adoption of the Internet as a teaching tool at foreign language schools
Cláudia B.M.J. Martins, Andrea V. Steil & José L. Todesco
The present article describes a research that determined the factors influencing language schools in Brazil to adopt the Internet as a teaching tool. The theoretical framework used was Rogers, E. (... More
pp. 353-374
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A framework of synthesizing tutoring conversation capability with web-based distance education courseware
Ki-Sang Song, Xiangen Hu, Andrew Olney & Arthur C Graesser
Whereas existing learning environments on the Web lack high level interactivity, we have developed a human tutor-like tutorial conversation system for the Web that enhances educational courseware... More
pp. 375-388
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Computer-supported inquiry learning: effects of training and practice
Jos Beishuizen, Pascal Wilhelm & Marieke Schimmel
Inquiry learning requires the ability to understand that theory and evidence have to be distinguished and co-ordinated. Moreover, learners have to be able to control two or more independent... More
pp. 389-402
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Designing for interaction: Six steps to designing computer-supported group-based learning
J.W. Strijbos, R.L. Martens & W.M.G. Jochems
At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’... More
pp. 403-424