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Journal of Interactive Learning Research

2002 Volume 13, Number 4


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. High School Physics Instruction by Way of the World Wide Web: A Brazilian Case Study

    Mônica Giacomassi de Menezes de Magalhães, Iria Müller Guerrini & Dietrich Schiel, University of São Paulo; Joan Dassin, Ford Foundation, United States

    This article describes the evolution of a distance education program where students perform physical experiments in their school assisted by a distance tutorial system. Twenty public high schools... More

    pp. 293-309

  2. Middle School Students as Multimedia Designers: A Project-Based Learning Approach

    Min Liu & Yu-Ping Hsiao, University of Texas at Austin, United States

    Engaging students as multimedia designers extends multimedia authoring by placing students in a designer's position. Instead of merely learning the technical skills and creating a project, the... More

    pp. 311-337

  3. An Empirical Evaluation of Specification Oriented Language in Visual Environment for Instruction Translation (SOLVEIT): A Problem-Solving and Program Development Environment

    Fadi P. Deek & James A. McHugh, New Jersey Institute of Technology, United States

    This article reports on an empirical study conducted to evaluate the effectiveness of a learning environment called SOLVEIT. SOLVEIT integrates problem-solving methodology, program development... More

    pp. 339-373

  4. Designing Collaborative Reflection Supporting Tools in e-Project-Based Learning Environments

    Dongsik Kim & Seunghee Lee, Hanyang University

    One of the key success factors for the e-project-based learning environments is collaborative reflection. Reflection refers to active, intellectual thinking for monitoring one's own learning... More

    pp. 375-392

  5. Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology

    David Hung, National Institute of Education, Singapore

    The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the... More

    pp. 393-414