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Journal of Educational Multimedia and Hypermedia

2001 Volume 10, Number 4


Gary H. Marks

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Table of Contents

Number of articles: 6

  1. An Interaction-Centric Learning Model

    Todd Michael Ohl, Agilefox, United States

    The author considers whether current definitions of interactivity in educational software are optimal. While many definitions of interactivity in educational software are based upon how well the... More

    pp. 311-332

  2. The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning

    John Saye, Auburn University, United States; Thomas Brush, Arizona State University, United States

    There is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving. However, there are difficulties... More

    pp. 333-356

  3. Effective Web Design and Core Communication Issues: The Missing Components in Web-Based Distance Education

    Randall O. Burch, Florida Institute of Technology, United States

    The majority of the literature on web-based distance education (WBDE) focuses on learning styles, teaching methods, the effectiveness of WBDE as an educational medium, or on converting existing,... More

    pp. 357-367

  4. Mariner—A 3-Dimensional Navigation Language

    Joaquin A. Vila & Janet D. Hartman, Illinois State University, United States

    In recent years, virtual reality (VR) has become an increasingly powerful and inexpensive tool for developing interfaces for a variety of applications. Even though there has been an increase in the... More

    pp. 369-376

  5. Extending the Role of Audit Trails: A Modular Approach

    Terry Judd & Gregor Kennedy, The University of Melbourne, Australia

    Audit trails are records of user activities within educational technology environments (ETEs)1. A generic, yet flexible audit trail system that fulfils a wide range of auditing roles and which,... More

    pp. 377-395

  6. How to Design Educational Multimedia:A “Loaded” Question

    Michael Grace-Martin, Cornell University, United States

    This article reviews a wide range of research literature and makes the argument that the existence of "cognitive load" is not necessarily a bad thing in the design of educational multimedia-as... More

    pp. 397-409