You are here:

Journal of Interactive Learning Research

October 2010 Volume 21, Number 4


Gary H. Marks

Search this issue

Table of Contents

Number of articles: 5

  1. The Soft-skills Learning Triangle: A Learning Model for Supporting Online Management & Leadership Development

    Jean Adams, Schulich School of Business, York University, Canada

    The purpose of this paper is to present the Soft-skills Learning Triangle (SLT) – a model created to help coaches, mentors, and educators understand how web-technologies can be used to support... More

    pp. 437-463

  2. ePortfolio, Technology, and Learning: a Reality Check

    Juliana Chau, The Hong Kong Polytechnic University, Hong Kong; Gary Cheng, The Hong Kong Institute of Education, Hong Kong

    One innovative practice in higher education arising from advances in computer technology is the use of ePortfolio for learning and assessment. Although in theory ePortfolios are believed to yield... More

    pp. 465-481

  3. “Timber for President": Adventure Learning and Motivation

    Aaron Doering & Cassandra Scharber, University of Minnesota, United States; Eric Riedel, Walden University, United States; Charles Miller, University of Minnesota, United States

    Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper... More

    pp. 483-513

  4. Mr. Vetro: Assessing a Collective Simulation Framework

    Alexander Repenning, AgentSheets Inc., United States; Andri Ioannidou, AgentSheets, Inc., United States; Lisa Luhn, New Vista High School, United States; Christof Daetwyler, Drexel University, College of Medicine, United States; Nadia Repenning, AgentSheets, Inc., United States

    Growing science apathy at the K-12 education level represents an alarming development with potentially devastating consequences at individual, societal and economic levels. Technology has been... More

    pp. 515-537

  5. Analysing professional discourse in interactive learning: integrating historical and situational perspectives.

    Eulalia Torras, IN3/Open University of Catalonia, Spain; Elena Barbera, Open University of Catalonia, Spain

    Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at... More

    pp. 539-561