Beyond knowledge; J. Zumbach et al. Part I-I: Collaborative learning with ICT and knowledge sharing. 1. Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education; F. Paas et al. 2. Interpersonal knowledge in virtual seminars; O. Diekamp et al. 3. Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load; F. Kirschner et al. 4. Mentored innovation in teacher training using two virtual collaborative learning environments; A. Kárpáti,H. Dorner. 5. Instructor's scaffolding in support of students' metacognition through an online course; R. Rimor, R. Reingold. Part I-II: Research notes on collaborative learning with ICT and knowledge sharing. 6. Fostering collaborators' ability to draw inferences from distributed information: a training approach; A. Meier, H. Spada. 7. Collaborative problem solving with cases in a virtual professional training; M. Hasenbein et al. 8. Students' perceptions of a competency assessment program in an online course; L. Tinoca et al. Part II-I: E-learning and mobile learning. 9. Mobile phones to enhance reflection upon collaborative problem-solving; M. B. Ligorio. 10. The use of iPods in education: The case of multi-tasking; G. Clarebout et al. 11. Which design principles influence acceptance and motivation in professional e-learning? B. Kopp et al. 12. Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment; B. Kramarski, T. Michalsky. 13. Designing awell-formed activity system for an ICTs-supported classroom; J. Park, R. Bracewell. Part II-II: Research Notes on E-Learning and Mobile Learning. 14. A comparison of group and individualized motivational messages sent by SMS and e-mail to improve student achievement; D. Wickramanayake et al. 15. Computer assisted learning and its impact on educational programs within the past decade: A bibliometric overview of research; G. Schui, G. Krampen. 16. Fostering the translation between external representations: Does it enhance learning with an intelligent tutoring program? R. Schwonke et al. 17. Oversold - Underused revisited: Factors influencing computer use in Swiss classrooms; D. Petko. Part III-I: Competence-based instruction in mathematics and science. 18. Analyzing computer-based fraction tasks on the basis of a two-dimensional view of mathematics competences; A. Eichelmann et al. 19. How does it swim? H. Jarodzka et al. 20. Accuracy of self-evaluation of competence: How is it affected through feedback in a computer-based arithmetic training? S. Narciss et al. 21. Inquiry Web-Based learning to enhance information problem solving competence in Science; M. Pifarré, Esther Argelagós. 22. Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design; D. Klahr et al. 23. A design-based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry-based science education; E. A. Kyza, C. P. Constantinou. 24. The effect of intervening tests on text retention; L. Kester, H. Tabbers. 25. Guiding students' attention during
The edited and peer reviewed volume presents selected papers of the conference "Beyond knowlegde: the legacy of competence" organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.
First volume combining fundamental research and applications in the evolving research field of learning and instruction with computers
Focusing on cognitive processes involved and the concept of competence in multimedia and computer-supported learning