Journal of Interactive Learning Research
October 2007 Volume 18, Number 4
Editors
Gary H. Marks
Table of Contents
Number of articles: 6
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Synthesis of the Process of Learning through Discourse in a Formal Virtual Learning Community
Ben K. Daniel, University of Saskatchewan, Canada; Richard A. Schwier, University of Saskatchewan, Canada; Heather M. Ross, University of Saskatchewan, Canada
This article reports on the analysis of online discussions among graduate students studying the theoretical and philosophical foundations of educational technology, with the aim of understanding... More
pp. 461-477
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A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next?
Hong Gao, E Shen, Susan Losh & Jeannine Turner, Florida State University, United States
Collaborative concept mapping engages two or more students in coordinated and sustained efforts in the creation of one or more concept maps in order to learn and construct knowledge. It is a... More
pp. 479-492
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Textbook Preferences: The Possibilities of Individualized Learning in Social Studies With an Individualized Textbook
James Gentry, Tarleton State University, United States; Teri Fowler, Texas A&M-Texarkana, United States; Bobbie Nichols, Texarkana Independent School District, United States
This study investigated the ideology and perspectives of sixth grade students, parents, and teachers concerning four district approved social studies textbooks from the state adoption list. Student... More
pp. 493-510
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Interactivity and Learners’ Achievement in Web-Based Learning
Antje Proske, Susanne Narciss & Hermann Körndle, TU Dresden, Germany
Several practitioners and researchers consider interactivity as the essential mechanism for effective and successful self-regulated learning within web-based learning environments. Even so, there... More
pp. 511-531
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Proteus: A Lecturer-Friendly Adaptive Tutoring System
Olivier D.T. Sessink, Hendrik H. Beeftink, Johannes Tramper & Rob J.M. Hartog, Wageningen University, Netherlands
Effectively targeting a heterogeneous student population is a common challenge in academic courses. Most traditional learning material targets the "average student," and is suboptimal for students ... More
pp. 533-554
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WebMail Versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course
Shahron Williams van Rooij, George Mason University, United States
This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult... More
pp. 555-569
