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*Karampiperis, P., & Sampson, D. (2005). Adaptive learning resources sequencing in educational hypermedia systems. Educational Technology & Society, 8(4), 128-147. *Klamma, R., Chartti, M.A., Duval, E., Hummel, H.,. Hvannberg, E.T., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social software for life-long learning. Educational Technology & Society, 10(3), 72-83. Klein, J. D. (1997). ETR&D – Development: An analysis of content and survey of future direction. Educational Technology Research and Development, 45(3), 57-62. *Knight, C., Gasevic, D., & Richards, G. (2006). An ontology-based framework for bridging learning design and learning content. Educational Technology & Society, 9(1), 23-37. *Kravcik, M., Kaibel, A., Specht, M., & Terrenghi, L.(2004). Mobile collector for field trips. Educational Technology & Society, 7(2), 25-33. *Koper, R.,Olivier, B. (2004). Representing the learning design of units of learning. Educational Technology & Society, 7(3), 97- 111. Lee, M.-H., Wu, Y.-T., & Tsai, C.-C. (2009). Research trends in science education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999-2020. Lee, Y., Driscoll, M. P., & Nelson, D. W. (2004). The past, present, and future of research in distance education: Results of a content analysis. The American Journal of Distance Education, 18(4), 225-241. Leimu, R., & Koricheva, J. (2005). What determines the citation frequency of ecological papers. Trends in Ecology & Evolution, 20(1), 28-32. Li, L.-L., Ding, G. H., Feng, N., Wang, M.-H., & Ho, Y.-S. (2009). Global stem cell research trend: Bibliometric analysis as a tool for mapping of trends from 1991 to 2006. Scientometrics, 80(1), 39-58. *Liu, C.-L. (2005). Using mutual information for adaptive item comparison and student assessment. Educational Technology & Society, 8(4), 100-119. Liu, G.-Z., & Hwang, G.-J. (2010). A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning. British Journal of Education Technology, 41(2), E1-E9. *Liu, T.-C. (2007). Teaching in a wireless learning environment: A case study. Educational Technology & Society, 10(1), 107- 123. *Makri, K., & Kynigos, C. (2007). The role of blogs in studying the discourse and social practices of mathematics teachers. Educational Technology & Society, 10(1), 73-84. Mao, N., Wang, M.-H., & Ho, Y.-S. (2010). A bibliometric study of the trend in articles related to risk assessment published in Science Citation Index. Human and Ecological Risk Assessment, 16, 801-824. *McInnerney, J.M., & Roberts, T.S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81. McNaught, C., & Lam, P. (2010). Using wordle as a supplementary research tool. The Qualitative Report, 15(3), 630-643. *Nichols, M. (2003). A theory for eLearning. Educational Technology & Society, 6(2), 1-10. Noyons, E. C. M., van Raan, A. F. J. (1998). Monitoring science developments from dynamic perspective: Self-organized structuring to map neural network research. Journal of the American Society for Information Science and Technology, 49(1), 68- 81. Ozcinar, Z. (2009). The topic of instructional design in research journals: A citation analysis for the years 1980-2008. Australasian Journal of Educational Technology, 25(4), 559-580. *Paquette, G. (2007). An ontology and a software framework for competency modeling and management. Educational Technology & Society, 10(3), 1-21. Rourke, L., & Szabo, M. (2002). A content analysis of the “journal of distance education” 1986-2001. Journal of Distance Education, 17(1), 63-74. Smith, L. C. (1981). Citation analysis. Library Trends, 30, 83-106. Shih, M., Feng, J. & Tsai, C.-C. (2008). Research and trends in the field of e-learning from 2001to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, 51, 955-967. *Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology & Society, 7(4), 201-213. 17
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Page 1 and 2: http://www.ifets.info ISSN: 1436-45
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Timely Diagnostic Feedback for Data
Page 7 and 8: Lim et al. addressed two gaps, a us
Page 9 and 10: The new found benefits of technolog
Page 11 and 12: analysis of all articles submitted
Page 13 and 14: Since some articles could not meet
Page 15 and 16: Table 2. Distribution of research t
Page 17 and 18: Research method Table 8 shows diffe
Page 19 and 20: authors concluded that mixed-method
Page 21: trends. Library and Information Sci
Page 25 and 26: Zealand 10 paper 15 19 Using mutual
Page 27 and 28: impact on a variety of sectors arou
Page 29 and 30: Grand challenges These grand challe
Page 31 and 32: eport for details of competencies c
Page 33 and 34: learning repositories to use in con
Page 35 and 36: Acknowledgements This paper is base
Page 37 and 38: eliminating duplicates, a total of
Page 39 and 40: Findings of this review In the foll
Page 41 and 42: Table 2. Summary of empirical resea
Page 43 and 44: students’ conception of learning
Page 45 and 46: their creative capacity in designin
Page 47 and 48: which make it impossible to see how
Page 49 and 50: The content knowledge Table 3 depic
Page 51 and 52: The first revision we have made to
Page 53 and 54: Angeli, C., & Valanides, N. (2005).
Page 55 and 56: Lee, H., & Hollebrands, K. (2008).
Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
Page 65 and 66: industries, new laws, and new areas
Page 67 and 68: or distractive effects of technolog
Page 69 and 70: This may be further complicated by
Page 71 and 72: espect, the literature about school
Page 73 and 74:
Tondeur, J., Van Keer, H., van Braa
Page 75 and 76:
Disruptive technology When mainfram
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with the physical environment, such
Page 79 and 80:
mockups, and then embedded in compu
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the global marketplace. Students in
Page 83 and 84:
games, and virtual worlds are domin
Page 85 and 86:
Malone, T. W. & Lepper, M. R. (1987
Page 87 and 88:
education reform. In the following
Page 89 and 90:
error elimination and/or refutation
Page 91 and 92:
In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
Page 97 and 98:
2010). Similar patterns can be obse
Page 99 and 100:
To complement the literature search
Page 101 and 102:
Figure 1. Domains of sustainable e-
Page 103 and 104:
Discussion and conclusions This sco
Page 105 and 106:
Baty, P. (2010, July 1). Global rep
Page 107 and 108:
Loewenberger, P., & Bull, J. (2003)
Page 109 and 110:
applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
Page 157 and 158:
all image search queries result in
Page 159 and 160:
instance, not knowing how to naviga
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displays in real time. The authors
Page 163 and 164:
Significance was not found for main
Page 165 and 166:
manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
Page 169 and 170:
McMillen (1996) considered virtual
Page 171 and 172:
Learning of area concepts in elemen
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shrink. changed. Hints and Show but
Page 175 and 176:
Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
Page 187 and 188:
We take two instances of character
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In designing Chinese-PP, we instead
Page 191 and 192:
Boticki, I., Looi, C.-K., & Wong, L
Page 193 and 194:
Hwang, G.-J., Sung, H.-Y., Hung, C.
Page 195 and 196:
2000). For example, Filippidis and
Page 197 and 198:
amount of information about the lea
Page 199 and 200:
The factors that affected the stude
Page 201 and 202:
Burguillo, J. C. (2010). Using game
Page 203 and 204:
Wong, L.-H. (2013). Analysis of Stu
Page 205 and 206:
Recognizing both the importance and
Page 207 and 208:
Student responses were coded based
Page 209 and 210:
English with the translations of th
Page 211 and 212:
With her mother’s support, Jane w
Page 213 and 214:
LGC that could occur in any physica
Page 215 and 216:
The significance of the reported st
Page 217 and 218:
Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
Page 243 and 244:
To assure pretest validity and reli
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Questionnaire and interviews To und
Page 247 and 248:
Maughan, S., Peet, D., & Willmott,
Page 249 and 250:
According to Angeli and Valanides (
Page 251 and 252:
description, objectives, and entry
Page 253 and 254:
TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
Page 259 and 260:
References Airasian, P. W., & Walsh
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Instructional Technology Instructio
Page 263 and 264:
and He (2006) revealed that technol
Page 265 and 266:
Model and hypothesis development Sa
Page 267 and 268:
Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
Page 273 and 274:
Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
Page 279 and 280:
were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
Page 295 and 296:
Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
Page 301 and 302:
Wang, Y.-H., Young, S. S.-C., & Jan
Page 303 and 304:
mistakes in front of the teacher an
Page 305 and 306:
Basic English learning materials we
Page 307 and 308:
The instructor also showed positive
Page 309 and 310:
H.L, M = 38.11) which occurred in b
Page 311 and 312:
Discussions Tangible learning compa
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We can conclude from the current st
Page 315 and 316:
Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
Page 321 and 322:
multivariate normal distribution as
Page 323 and 324:
Structural model examination Table
Page 325 and 326:
Direct effect Flow ← Satisfaction
Page 327 and 328:
Second, the results of this study c
Page 329 and 330:
Kim, H. S. (2008). The effects of t
Page 331 and 332:
language accurately, or product-ori
Page 333 and 334:
Thailand 5 Vietnam 25 Total 208 Res
Page 335 and 336:
Procedures of data collection Figur
Page 337 and 338:
discussions. From Brian’s log fil
Page 339 and 340:
universities. There were 259 studen
Page 341 and 342:
and he provided his arguments and r
Page 343 and 344:
Within groups Total Test 4 Between
Page 345 and 346:
Crooks, B. (2003). The combined use
Page 347 and 348:
Appendix A 342
Page 349:
teenager. Chapter four, “Identity
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