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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 1 Fall 2007
Special Issue Introduction: A Critical View of Technology-Enhanced Learning and Instruction In the Digital Age.
Kinshuk, Demetrios G. Sampson, Pedro Isaías, J. Michael Spector, Lynne Schrum
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A Task-Centered Instructional Strategy
M. David Merrill
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Digital Games in Education: The Design of Games-Based Learning Environments
Begoña Gros
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Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort
A. Aubteen Darabi, David W. Nelson and Fred Paas
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Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced
Slavi Stoyanov and Paul Kirschner
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Investigating Means to Reduce Cognitive Load from Animations: Applying Differentiated Measures of Knowledge Representation
S. Guttormsen Schar and P. G. Zimmermann
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In-Depth Analysis of the Felder-Silverman Learning Style Dimensions
Sabine Graf, Silvia Rita Viola, Tommaso Leo, Kinshuk
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Presence and Positioning as Components of Online Instructor Persona
Vanessa Paz Dennen
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Collaborative Learning Through Chat Discussions and Argument Diagrams in Secondary School
Miika Marttunen and Leena Laurinen
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Copyright © 2007, ISTE (International Society for Technology in Education). All rights reserved.
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