Vol 3, No 3 (2011)

Table of Contents


Special Issue on “Shifting from Technology-Enhanced Learning to Technology-Transformed Learning” PDF
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Editorial: Shifting from Technology-Enhanced Learning to Technology-Transformed Learning - Best Papers Selected from the Conference APTEL 2010 PDF
Gwo-Jen Hwang, Nian-Shing Chen, Ju-Ling Shih 306-309
Robustness of BW Aberrance Indices Against Test Length PDF
Tsai-Wei Huang 310-318
The Synergy of Paper-Based and Digital Material for Ubiquitous Foreign Language Learners PDF
Sabrina Leone, Tommaso Leo 319-341
Student Modelling in Adaptive E-Learning Systems PDF
Vatcharaporn Esichaikul, Supaporn Lamnoi, Clemens Bechter 342-355
A Technical Mode for Sharing and Utilizing Open Educational Resources in Chinese Universities PDF
Xibin Han, Qian Zhou, Juan Yang 356-374
Adopting Knowledge Management in an E-Learning System: Insights and Views of KM and EL Research Scholars PDF
Md. Shiful Islam, Susumu Kunifuji, Motoki Miura, Tessai Hayama 375-398
The Effects of Integrated Information Literacy in Science Curriculum on First-Grade Students’ Memory and Comprehension Using the Super3 Model PDF
Lin Ching Chen 399-411
Negotiating Content with Learners Using Technology Enhanced Teaching and Learning Solutions PDF
Megan Hastie, Nian-Shing Chen, Richard Smith 412-427
Online Language Teaching: the Pedagogical Challenges PDF
Susan Yue Hua Sun 428-447
Usability of Context-Aware Mobile Educational Game PDF
Chris Lu, Maiga Chang, Dr. Kinshuk, Echo Huang, Ching-Wen Chen 448-477
Analysis of Relating the Use of a Learning Management System to Teacher Epistemology and Course Characteristics in Higher Education PDF
Chiaki Iwasaki, Toshiya Tanaka, Kenichi Kubota 478-490
Effects of Stereoscopic 3D Contents on the Process of Learning to Build a Handmade PC PDF
Aika Mukai, Yoshio Yamagishi, Makoto J. Hirayama, Toshiya Tsuruoka, Tosh Yamamoto 491-506

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Knowledge Management & E-Learning: An International Journal (KM&EL)
ISSN 2073-7904


Maintained and Developed by:

Laboratory for Knowledge Management & E-Learning

Faculty of Education, The University of Hong Kong