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Computers & Education

May 2004 Volume 42, Number 4

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Table of Contents

Number of articles: 6

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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

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