2011, Volume 14, Issue 1
Special Issue on "Creative Design: Scaffolding Creative Reasoning and Meaningful Learning"
Guest Editor(s): Chien-Sing Lee, Janet L. Kolodner and Ashok K. Goel
Special Issue Articles
Guest Editorial: Creative Design: Scaffolding Creative Reasoning and Meaningful Learning
Chien-Sing Lee, Janet L. Kolodner and Ashok K. Goel
Scaffolding Students’ Development of Creative Design Skills: A Curriculum Reference Model
Chien-Sing Lee, Janet L. Kolodner
Exploring the Meaningful Learning of Students in Second Life
Tuulikki Keskitalo, Elli Pyykkö, Heli Ruokamo
Using a Wiki to Scaffold Primary-School Students’ Collaborative Writing
Matsuko Woo, Samuel Chu, Andrew Ho, Xuanxi Li
Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity
Florence R. Sullivan
Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models
Swaroop S. Vattam, Ashok K. Goel, Spencer Rugaber, Cindy E. Hmelo-Silver, Rebecca Jordan, Steven Gray, Suparna Sinha
Full Length Articles
A Web-based Decision Support Tool for Academic Advising
Tony Feghali, Imad Zbib, Sophia Hallal
Tien-Chi Huang, Yueh-Min Huang, Fu-Yun Yu
A WordNet-Based Near-Synonyms and Similar-Looking Word Learning System
Koun-Tem Sun, Yueh-Min Huang, Ming-Chi Liu
Enhancing Health and Social Care Placement Learning through Mobile Technology
Susan Lea, Lynne Callaghan
Online Behavior in Virtual Space: An Empirical Study on Helping
Jung-Lung Hsu, Wu-Yuin Hwang, Yueh-Min Huang, Jui-Jung Liu
Computer Games versus Maps before Reading Stories: Priming Readers’ Spatial Situation Models
Glenn Gordon Smith, Dan Majchrzak, Shelley Hayes, Jack Drobisz
Reflections on Cyberspace as the New “Wired World of Education”
Andrew Ward, Brian T. Prosser
Khairulanuar Samsudin, Ahmad Rafi, Abd Samad Hanif
Athanassios Jimoyiannis, Maria Gravani
Starting from Volume 17 Issue 4, all published articles of the Journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license. For articles published in previous to Volume 17 Issue 4, following copyright applies:
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