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Journal of Interactive Learning Research

October 2007 Volume 18, Number 4


Gary H. Marks

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Table of Contents

Number of articles: 6

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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