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Journal of Interactive Learning Research

July 2013 Volume 24, Number 3

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Alternatives for Monitoring and Limiting Network Access to Students in Network-Connected Classrooms

    Kevin Almeroth & Hangjin Zhang, UC-Santa Barbara, United States

    With the advent of laptop computers and network technology, many classrooms are now being equipped with Internet connections, either through wired connections or wireless infrastructure. Internet... More

    pp. 237-265

  2. Convenience and Community? An Exploratory Investigation into Learners’ Experiences of Web Conferencing

    Sarah Cornelius, University of Aberdeen, United Kingdom

    ** Invited as a paper from Ed-Media 2011** This paper presents the findings of an exploratory study into the experiences of a small group of learners who have made extensive use of web conferencing... More

    pp. 267-283

  3. Situated learning in virtual simulations: researching the authentic dimension in virtual worlds

    Liz Falconer, University of the West of England, United Kingdom

    This paper describes and discusses a case study of postgraduate students undertaking accident investigation and risk assessment exercises in an online virtual world as part of their course... More

    pp. 285-300

  4. Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment

    Taylor Martin, University of Texas at Austin, United States; Matthew Berland, University of Texas at San Antonio, United States; Tom Benton, University of Texas at Austin, United States; Carmen Petrick Smith, University of Vermont, United States

    In this paper, we present two studies examining how high school students learn to program in a mobile, social programming environment that we have developed and deployed ("IPRO"). IPRO is delivered... More

    pp. 301-328

  5. Elusive Achievement Effects of Haptic Feedback

    David Moore, Robert L. Williams II, Tian Luo & Ernur Karadogan, Ohio University, United States

    Research on haptic feedback has demonstrated limited empirical evidence of its positive learning effects. This research contrasts supportive anecdotal evidence and reports of increased motivation. ... More

    pp. 329-347