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ORCIDBritish Journal of Educational Technology (BJET), Volume 32
Volume 32, Number 1, January 2001
- Nick Rushby
:
Editorial. 3
- Nigel Ford, Sherry Y. Chen:
Matching/mismatching revisited: an empirical study of learning and teaching styles. 5-22 - Jennifer Pedler:
Computer spellcheckers and dyslexics - a performance survey. 23-37 - Erica Morris:
The design and evaluation of Link: A computer-based learning system for correlation. 39-52 - Geralien A. Holsbrink-Engels:
Using a computer learning environment for initial training in dealing with social-communicative problems. 53-67 - Jacobijn Sandberg, Christoph Noor, Bruno Emans:
Tutor training: a systematic investigation of tutor requirements and an evaluation of a training. 69-90 - Gilly Salmon:
The Business Café Project: viewing to browsing? 91-104 - Niamh Nic Daéid:
The development of interactive World Wide Web based teaching material in Forensic Science. 105-108 - Dharam Parkash, Puja Mathur:
Developing animation story for children. 109-112
Volume 32, Number 2, March 2001
- Nick Rushby:
Editorial. 131-132
- Mohammad Tawalbeh:
The policy and management of information technology in Jordanian schools. 133-140 - James Hartley, Michael Howe, Wilbert McKeachie:
Writing through time: longitudinal studies of the effects of new technology on writing. 141-151 - June Lee:
Instructional support for distance education and faculty motivation, commitment, satisfaction. 153-160 - Kerry Shephard:
Submission of student assignments on compact discs: exploring the use of audio, images and video in assessment and learning in higher education. 161-170 - Eva Millán, J. M. Agosta, José-Luis Pérez-de-la-Cruz:
Bayesian student modeling and the problem of parameter specification. 171-181 - Barney Dalgarno:
Interpretations of constructivism and consequences for Computer Assisted Learning. 183-194 - Anthony Croft, Joe Ward:
A modern and interactive approach to learning engineering mathematics. 195-207 - C. Paul Newhouse:
A follow-up study of students using portable computers at a secondary school. 209-219 - Sugata Mitra, Vivek Rana:
Children and the Internet: experiments with minimally invasive education in India. 221-232 - Jerry Wellington:
Exploring the Secret Garden: the growing importance of ICT in the home. 233-244
- Peter Brown:
Objective and subjective evaluation of computer-based tutorial teaching in veterinary pathology. 245-247
Volume 32, Number 3, June 2001
- John R. Hegarty:
Editorial: Information and communications technology for people with special needs. 259-263
- Yota Dimitriadi:
Evaluating the use of multimedia authoring with dyslexic learners: a case study. 265-275 - Frederick Furniss, Giulio E. Lancioni, Nelson Pacheco da Rocha, Bernardo Cunha, Philip Seedhouse, Pedro Morato, Mark F. O'Reilly:
VICAID: Development and evaluation of a palmtop-based job aid for workers with severe developmental disabilities. 277-287 - Penny J. Standen, David J. Brown, J. J. Cromby:
The effective use of virtual environments in the education and rehabilitation of students with intellectual disabilities. 289-299 - Ann Lewis, Sean Neill:
Portable computers for teachers and support services working with pupils with Special Educational Needs: An evaluation of the 1999 United Kingdom Department for Education and Employment scheme. 301-315 - Chris Singleton, Fiona Simmons:
An evaluation of Wordshark in the classroom. 317-330 - Chris Abbott, Alan Cribb:
Special Schools, Inclusion and the World Wide Web - the emerging research agenda. 331-342 - Jane K. Seale:
The same but different: The use of the personal Home Page by adults with Down Syndrome as a tool for self-presentation. 343-352 - Graeme Douglas:
ICT, Education, and Visual Impairment. 353-364 - Ann Aspinall, John R. Hegarty:
ICT for adults with learning disabilities: an organisation-wide audit. 365-372 - Alastair Ager, Søren Aalykke:
TASC: A microcomputer support system for persons with cognitive disabilities. 373-377
Volume 32, Number 4, September 2001
- Nick Rushby:
Editorial: Reading forwards and backwards. 387-388
- John Trushell, Clare Burrell, Amanda Maitland:
Year 5 pupils reading an "Interactive Storybook" on CD-ROM: losing the plot? 389-401 - Ed Smeets, Ton Mooij:
Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice. 403-417 - Janet Macdonald, Nick W. Heap, Robin Mason:
"Have I learnt it?" Evaluating skills for resource-based study using electronic resources. 419-433 - Chi-Cheng Chang:
A study on the evaluation and effectiveness analysis of web-based learning portfolio (WBLP). 435-458 - Yau-Jane Chen:
Dimensions of transactional distance in the world wide web learning environment: a factor analysis. 459-470 - Roger Bennett, Rita Kottasz:
Marketing undergraduates' attitudes towards query-based instructional machines as a possible learning medium. 471-482 - Edward Kpanja:
A study of the effects of video tape recording in microteaching training. 483-486 - Eric Deeson:
Running the power station. 487-491 - Eric Zhi-Feng Liu, Sunny S. J. Lin, Shyan-Ming Yuan:
Design of a networked portfolio system. 492-494 - Timothy Ellis, Maxine S. Cohen:
Integrating multimedia into a distance learning environment: Is the game worth the candle? 495-497
Volume 32, Number 5, November 2001
- Nick Rushby:
Editorial: What's in a name? 509-510
- John O'Donoghue, Gurmak Singh, Lisa Dorward:
Virtual education in universities: a technological imperative. 511-523 - Insung Jung:
Building a theoretical framework of web-based instruction in the context of distance education. 525-534 - William Milheim:
Faculty and administrative strategies for the effective implementation of distance education. 535-542 - Marmar Mukhopadhyay, Madhu Parhar:
Instructional design in multi-channel learning system. 543-556 - Gwyneth Hughes, David Hay:
Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials. 557-569 - Catherine Jones, Michael Connolly, Anthony Gear, Martin Read:
Group interactive learning with group process support technology. 571-586 - Barbara Watson:
Key factors affecting conceptual gains from CAL materials. 587-593 - Sara Kim, Douglas M. Brock, Adam Orkand, Michael L. Astion:
Design implications from a usability study of GramStain-TutorTM. 595-605 - Anna Marie Farrace-Di Zinno, Douglas Graham, Stephen Houghton, Vivienne Lawrence, John West, Ken Whiting:
Body movements of boys with Attention Deficit Hyperactivity Disorder (ADHD) during computer video game play. 607-618 - Chin-Chung Tsai:
Collaboratively developing instructional activities of conceptual change through the Internet: Science teachers' perspectives. 619-622 - James Hartley, Paul Yates:
Referees are not always right! The case of the 3-D graph. 623-626
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