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Journal of Interactive Learning Research

2019 Volume 30, Number 2

Editors

Gary H. Marks

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Table of Contents

Number of articles: 6

  1. The centrality of teaching presence: Using multiple modes to facilitate collaborative active engagement in a synchronous teacher online learning community

    Emily Hoffman, Ball State University, United States

    This 10-week, descriptive case study situated within a Masters course of practicing teachers investigated how the teaching presence of a synchronous online learning community facilitated... More

    pp. 107-145

  2. Towards the use of gamification frameworks in learning environments

    Maria Rauschenberger, Andreas Willems, Menno Ternieden & Jörg Thomaschewski, University of Applied Science Emden/Leer, Germany

    Gamification is an established concept to apply game elements in different contexts to engage and motivate users. Gamification has been successfully used in various use cases, application and... More

    pp. 147-165

  3. An Evaluation of Mandarin Learning Apps Designed for English Speaking Pre-schoolers

    Michelle Neumann, School of Education and Professional Studies, Griffith University, QLD, Australia, Australia; Yuping Wang & Grace Yue Qi, School of Humanities, Languages, and Social Science, Griffith University, QLD, Australia, Australia; David Neumann, School of Applied Psychology, Griffith University, QLD, Australia, Australia

    Touch screen tablets such as iPads are becoming increasingly popular as educational tools to support children’s first language learning in pre-schools. Apps can also be used to support early... More

    pp. 167-193

  4. Design Thinking for Inclusive Community Design: (How) Does it Work?

    Stefanie Panke, University of North Carolina at Chapel Hill, United States; Thilo Harth, Wandelwerk, Fachhochschule Münster, Germany

    The paper discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote diversity and inclusion. We provide a... More

    pp. 195-214

  5. Fostering Learner Autonomy through CALL and MALL in a Korean Class: A Case Study

    Jaemin Roh, Boston University, United States; Taewoong Kim, Washington University in St. Louis, United States

    This case study (n=5) explored how second language (L2) learners perceive changes in their learning autonomy in a technology-integrated, 3rd-year university Korean language class. The curriculum... More

    pp. 215-254

  6. Human Rights, Think Aloud Protocols and Magic Drums: Revealing Character in Pre-Service Teachers

    Leticia De Leon, University of Texas Rio Grande Valley, United States; Kara Bennett, Elder Voices, United States

    This paper describes a qualitative study that examined how preservice teachers engaged in a Second Life activity intended to help them reflect on how knowledge of human rights may affect their... More

    pp. 255-274