Login or register for free to remove ads.
You are here:

Journal of Educational Computing Research

2008 Volume 38, Number 2

Search this issue

Table of Contents

Number of articles: 5

  1. Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

    Douglas F. Kauffman, Xun Ge, Kui Xie & Ching-Huei Chen

    This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web... More

    pp. 115-137

    View Abstract
  2. Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with Podcast Instruction

    Charles B. Hodges, Christene L. Stackpole-Hodges & Kenneth M. Cox

    The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders... More

    pp. 139-153

    View Abstract
  3. An Investigation of the Integrated Model of User Technology Acceptance: Internet User Samples in Four Countries

    Marcelline Fusilier, Subhash Durlabhji & Alain Cucchi

    National background of users may influence the process of technology acceptance. The present study explored this issue with the new, integrated technology use model proposed by Sun and Zhang (2006)... More

    pp. 155-182

    View Abstract
  4. A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

    Natalie B. Milman & Philip E. Molebash

    This article describes the findings of a longitudinal study examining how teachers' confidence toward using technology have evolved, if at all, since taking an educational technology course during ... More

    pp. 183-200

    View Abstract
  5. Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

    Gail Fitzgerald, Kevin Koury & Katherine Mitchem

    In this literature review, the effects of computer-mediated instruction on the learning of students with mild and moderate disabilities are synthesized from 1996 onward that extends our previously ... More

    pp. 201-233

    View Abstract