Journal of Information Technology Education: Research (JITE:Research)

Online ISSN: 1539-3585  •  Print ISSN: 1547-9714

Published Articles

RSS | OAI

Volume 16, 2017


Lynn Jeffrey
online teaching, online learning, preservice teachers, online schools, virtual schools
i - iii
Tian Luo, Laura Hibbard, Teresa Franklin, David Moore
Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences.

Backgr ...
online teaching, online learning, preservice teachers, online schools, virtual schools
1 - 14
Abdullah Konak, Sadan Kulturel-Konak, Mahdi Nasereddin, Michael R. Bartolacci
Aim/Purpose This paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students’ technological backgrounds and the role of collaborative work.

Background RVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, ...
collaborative learning, technology acceptance, virtual computer laboratories
15 - 29
Imane KAMSA, Rachid ELOUAHBI, Fatima EL KHOUKHI
Aim/Purpose: To identify and rectify the learning difficulties of online learners.

Background: The major cause of learners’ failure and non-acquisition of knowledge relates to their weaknesses in certain areas necessary for optimal learning. We focus on e-learning because, within this environment, the learner is mostly affected by these vulnerabilities due to the lack of direct contact with th ...
e-Learning, learner performances, optimization, detector agent, rectifier agent
31 - 45

Volume 15, 2016


Lynn Jeffrey
table of contents, JITE, IT education
i - iii
Sabrina J Sterling
This study examined the relationship between middle school students’ personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pastime. However, there were some noted temperamental differences. Students with the analytical personality repor ...
technology, temperament, MBTI, True Colors, KTS, differentiation, personality type
1 - 18
Dirk Heerwegh, Kurt De Wit, Jef C. Verhoeven
Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance ...
survey, ICT skills, computer literacy, science students, technology acceptance model, TAM, higher education, structural equation model, confirmatory factor analysis
19 - 47
Thang Manh Tran, Dorian Stoilescu
This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differenc ...
ICT education, comparative studies in ICT education, ICT curriculum, ICT policies, ICT assessment
49 - 73
Mehmet FIRAT
Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of und ...
LMS, Learning Analytics, Online Learning, Academic Achievement
75 - 87
Jamie Costley, Christopher Lange
Understanding the relationship between social presence and critical thinking is useful for gaining insight into the interaction and discourse of learners online. Further study of how these two presences interact is important because research has shown a wide variety of relationships, both positive and negative, between social presence and critical thinking. The aim of this study is to investigate ...
CMC, CoI, critical thinking, learning communities, online learning, social presence
89 - 108
Ahmed Al-Azawei, Ali kadhim Al-Bermani, Karsten Lundqvist
This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and a ...
learning styles, gender, academic performance, perceived satisfaction, blended learning
109 - 130
Lisa Molin, Annika Lantz-Andersson
Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in ...
literacy, digital technologies, interaction analysis, reading practices, structural resources
131 - 156
Anna Sun, Xiufang Chen
Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed deci ...
online education, online teaching, online learning community, asynchronous learning, cognitive presence, social presence, teaching presence, online higher education
157 - 190
Moamer Ali Shakroum , KOK Wai wong , Lance Chun Che Fung
Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS).The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc.) at the same time when used to ...
Gesture Based Learning System (GBLS), Computer Simulated Software Learning (CSSL) mode, Kinect sensor, Perceptual User Interface (PUI), learning technology, Technology Mediated Learning (TML), Learning Outcomes
191 - 210
Noga Magen- Nagar, Ditza Maskit
The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Fol ...
ICT integration; educators; innovational change; teacher colleges
211 - 232
Gila Cohen Zilka
Researchers and policy makers have been exploring ways to reduce the digital divide. Parameters commonly used to examine the digital divide worldwide, as well as in this study, are: (a) the digital divide in the accessibility and mobility of the ICT infrastructure and of the content infrastructure (e.g., sites used in school); and (b) the digital divide in literacy skills. In the present study we ...
Information and communication technology (ICT), digital divide, disadvantaged populations, desktop computers, hybrid computers, E-Readiness
233 - 251
Khanh Tran Ngo Nhu
This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling techniques. Several theoretical findings from previous studi ...
blended e-learning, technology acceptance, beliefs, attitude, structural equation modelling
253 - 282
Jesús Moreno León, Gregorio Robles, Marcos Román-González
The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three ...
elementary education, improving classroom teaching, interdisciplinary projects, pro-gramming and programming languages, teaching/learning strategies, computer education, Scratch
283 - 303
Mary Lam, Monique Hines, Robyn Lowe, Srivalli Nagarajan, Melanie Keep, Merrolee Penman, Emma Power
There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, a ...
Allied health, eHealth, Technology, ICT, Health sciences, Higher education, Internet, Survey, Telehealth, Telemedicine
305 - 334
Fatima E Terrazas-Arellanes, Carolyn Knox, Lisa A Strycker, Emily Walden
To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with l ...
teacher training, middle school, digital learning, learning disabilities, special education
335 - 367
Romina Plesec Gasparic, Mojca Pecar
Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This pape ...
teacher education, reflection, collaboration, blended learning environment, asynchronous online discussion, social and cognitive components of interaction
369 - 393
Tan Fung Ivan Chan, Marianne Borja, Brett Welch, Mary Ellen Batiuk
Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers’ diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibil ...
clicker, audience response system, instructional technology adoption
395 - 407
Mark H McManis, Lilla D McManis
The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges low-income children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the use of a touch-based, computer-assisted learning syst ...
computer-assisted, touch-based, instructional technology, literacy, math, preschool, student achievement, low-income
409 - 429
Kara Sage, Joseph Rausch, Abigail Quirk, Lauren Halladay
The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learni ...
computer, pace, self-control, learning, flashcards
431 - 456
Mark Angolia, Leslie R Pagliari
This paper assesses the effectiveness of the adoption of curriculum content developed and supported by a global academic university-industry alliance sponsored by one of the world’s largest information technology software providers. Academic alliances promote practical and future-oriented education while providing access to proprietary software and technology. Specifically, this paper addresses a ...
information technology, point-and-click, academic alliances, IT education, business process integration, pedagogy
457 - 478
Hamideh Marefat, Abbas Ali Rezaee, Farid Naserieh
In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of different computerized gloss presentation formats i ...
gloss presentation format, computerized glosses, reading comprehension, cognitive load, split-attention effect
479 - 501
Stella Erbes, Steven Lesky, Joshua Myers
This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent sc ...
iPad, educational technology, 1:1, BYOD, teacher efficacy, instructional philosophy, teacher training, professional development, technology support, technology integration
503 - 516
Vanesa M. Gámiz-Sánchez, María-Jesús Gallego-Arrufat, Emilio Crisol-Moya
This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher’s perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The result ...
electronic portfolios, higher education, teacher preparation, autonomous learning, student motivations
517 - 533
Christopher N Blundell, Kar-Tin Lee, Shaun Nykvist
Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of ...
digital technologies, digital learning, transformation, pedagogy, influences, barriers, professional learning, teachers
535 - 560
Arwa Ahmed Qasem, G. Viswanathappa
Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies ...
blended learning, e-course design, ICT integration, in-service teachers, teachers’ perception
561 - 575
Gregory M Francom
Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technolo ...
technology integration, barriers, school district, rural, access, training, time, beliefs
577 - 591
Hsun-Ming Lee, Ju Long, Lucian Visinescu
Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-ba ...
motivation, constructivist, simulation, active learning, collaboration, business intelligence
593 - 609

Volume 14, 2015


Toni Malinovski, Tatjana Vasileva-Stojanovska, Dobri Jovevski, Marina Vasileva, Vladimir Trajkovik
Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing p ...
Quality of Experience, adult students, distance education, lifelong learning, videoconferencing, structural equation modeling
1 - 19
Cheng-Yuan Lee, Todd Sloan Chener
There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an Internet search for existing rubrics was conducted, o ...
evaluation rubric, tablet technology, instructional apps, tablet devices, apps, public education, blended learning
21 - 53
Madison N. Ngafeeson, Jun Sun
The efforts of educators in the last three decades have, among other things, focused on the use of information technology (IT) in education. It has become commonplace to view information systems both as an effective carrier of course content as well as a cost-effective tool to improve student learning outcomes. One of such technologies is the e-book. Decision-makers in the education field need mak ...
technology acceptance model, instructional technology, e-book, IT education, technology innovativeness, technology exposure, e-book adoption, e-textbook acceptance
55 - 71
Gwendolyn Witecki, Blair Nonnecke
Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smar ...
pedagogical issues; post-secondary education; improving classroom teaching; media in education; interactive learning environments; laptops; smartphones; cell phones; tablets; student course engagement; unstructured mobile device use
73 - 90
James P. Downey, Hemant Kher
Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change ...
Computer self-efficacy, general computer self-efficacy, technology training, computer anxiety, gender, latent growth modeling
91 - 111
Dana Reinecke, Lori Finn
The present study is a post-hoc analysis of data automatically recorded by an online teaching platform in a graduate course in research methods. The course is part of a sequence that is delivered completely online in a program preparing students to become Board Certified Behavior Analysts. Data analyzed included frequency of access to video lectures and PowerPoint slides (PPTs) across each week ...
online class, video lecture, PowerPoint, student outcomes, student choice
113 - 121
Ove Edvard Hatlevik, Gréta Björk Guðmundsdóttir, Massimo Loi
The purpose of this study was to examine factors predicting lower secondary school students’ digital competence and to explore differences between students when it comes to digital competence. Results from a digital competence test and survey in lower secondary school will be presented. It is important to learn more about and investigate what characterizes students’ digital competence. A sample of ...
digital competence, structural equation modelling, family background, mastery orientation, average grades, lower secondary school
123 - 137
Anne Öman, Sylvana Sofkova Hashemi
Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills.
This paper presents a case study of technology-mediated instruction at the primary-school l ...
Multimodality, digital resources, available designs, primary education, collaboration
139 - 159
Dana Ruggiero, Christopher J. Mong
Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware an ...
technology use, technology integration, in-service teacher, professional development
161 - 178
Chris Smith
This paper provides an in-depth analysis into two case studies aimed at addressing the digital divide in two developing countries. A detailed description is provided for each case study along with an analysis of how successful the two projects were at addressing the digital divide in Siyabuswa, South Africa and Ennis, Ireland. The two case studies were both community-based ICT projects in rural ar ...
digital inclusion projects, digital divide, digital empowerment, scalability, Information Age Town, Siyabuswa Educational Improvement and Development Trust Project
179 - 188
Grandon Gill, Matthew Mullarkey
A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course—an undergraduate capstone course for MIS majors—that was built around case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous onl ...
Information systems, capstone, case pedagogy, distance learning, online learning, evaluation, IS curriculum, critical thinking, education
189 - 218
Maureen Tanner, Elsje Scott
This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper ...
Flipped Classroom Approach, Inverted Classroom, Active Learning, Teaching & Learning, Problem-Solving
219 - 241
Michelle WL Fong
There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep ...
Sensitive topics, student participation, student engagement, online role play, simulation, anonymity.
243 - 256
Airen Adetimirin
E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources wit ...
Online discussion forum, E-learning, TAM 3, Postgraduate students, Nigeria
257 - 269
David Wray
Texting, or text messaging, refers to the use of mobile phones to type and send brief, electronic messages over a telephone network. Because such messages are limited to 160 characters and are typed on a small phone keypad, texters tend to employ a great many abbreviations in conveying their messages. This has led to widespread spelling adaptations, for example, “BRB” (be right back), “LOL” (laugh ...
texting, mobile phones, literacy, teachers
271 - 282
Raafat George Saadé, Jamal Abdulaziz AlSharhan
In an educational setting, the use of online learning tools impacts student performance. Motivation and beliefs play an important role in predicting student decisions to use these learning tools. However, IT-personality entailing playfulness on the web, perceived personal innovativeness, and enjoyment may have an impact on motivations. In this study, we investigate the influence of IT-personality ...
Online, learning, extrinsic motivation, intrinsic motivation, playfulness on web, enjoyment, personal innovativeness
283 - 296
Hazem Said, Lauren Kirgis, Brian Verkamp, Lawrence J Johnson
This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of ...
Information technology, curriculum, online vs face-to-face, students’ assessment, students’ success factors
297 - 312
Mario Melo, Guilhermina L. Miranda
This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three inta ...
4C-ID model, complex learning, electrical circuits, learning tasks, learning transfer
313 - 337
Danielle Morin, Jennifer D.E. Thomas, Raafat George Saadé
This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical ...
critical thinking skills, information technology, problem-solving, web-based learning
339 - 362
FEATURED
Don Heath, Rozan Maghrabi, Nora K. Carr
Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental invol ...
Diffusion, ICT, parent/school communication, communication efficacy
363 - 395
Adolph Delgado, Liane Wardlow, Kimberly O’Malley, Katherine McKnight
There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire ...
K-12, digital learning, devices, one-to-one, technology, literature review
397 - 416
Bashar Zogheib, Ahmad Rabaa'i, Salah Zogheib, Ali Elsaheli
Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user’s acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of ...
TAM, MyMathLab, university, students, math, self-satisfaction
417 - 438
Stig T Gissel
This study was undertaken to design, evaluate and refine an eBook-feature that supports students’ decoding of unfamiliar text. The feature supports students’ independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the frequency and regularity of the word or its constitue ...
eBooks, scaffolding, text-to-speech, literacy acquisition, decoding, connectionism, Design-Based Research
439 - 470

Volume 13, 2014


Dianne Watkins, Paul Dummer, Kamlla Hawthorne, Judy Cousins, Catherine Emmett, Mike Johnson
27 - 47
Lynn Jeffrey, John Milne, Gordon Suddaby, Andrew Higgins
121 - 140
Kathryn Mac Callum, Lynn Jeffrey, Kinshuk
141 - 162
FEATURED
Anne Doring, Ashley Hodge, Misook Heo
163 - 175
233 - 255
Masood Badri, Asma Al Rashedi, Guang Yang, Jihad Mohaidat, Arif Al Hammadi
257 - 275

Volume 12, 2013


Romana Martin, Tanya J. Mcgill, Fay Sudweeks
51 - 67
David Pundak, Miri Shacham, Orit Herscovitz
191 - 202
Ismar Frango Silveira, Xavier Ochoa, Alex J. Cuadros-Vargas, Alén Humberto Pérez Casas, Ana Casali, André Ortega, Antonio Silva Sprock, Carlos Henrique Alves Silva, Cesar Alberto Collazos Ordoñez, Claudia Deco, Ernesto Cuadros-Vargas, Everton Knihs, Gonzalo Parra, Jaime Muñoz-Arteaga, Jessica Gomes dos Santos, Julien Broisin, Nizam Omar, Regina Motz, Virginia Rodés, Yosly C. Hernandez Bieliuskas
228 - 249

Volume 11, 2012


Kurt De Wit, Dirk Heerwegh, Jef C. Verhoeven
1 - 25
Ann-Frances Cameron, Marie-Claude Trudel, Ryad Titah, Pierre-Majorique Léger
27 - 42
103 - 124
Meg Coffin Murray, Jorge Pérez, Debra Geist, Alison Hedrick
125 - 140
185 - 200
235 - 248

Volume 10, 2011


v - vi
Pierre-Majorique Léger, Patrick Charland, Harvey D. Feldstein, Jacques Robert, Gilbert Babin, Derick Lyle
39 - 53
81 - 100
161 - 181
Rami Rashkovits, Ilana Lavy
183 - 207
Patricia Euzent, Thomas Martin, Patrick Moskal, Patsy D. Moskal
295 - 307
309 - 331
Lynn Jeffrey, Bronwyn Hegarty, Oriel Kelly, Merrolee Penman, Dawn Coburn, Jenny McDonald
383 - 413

Volume 9, 2010


Alex Koohang, Liz Riley, Terry J. Smith, Kevin S. Floyd
99 - 113
183 - 196
Erwin Adi, I Gde Made Krisna Aditya, Meriyana Citrawati
217 - 234

Volume 8, 2009


19 - 28
Kevin A. Johnston, Barry K. Andersen, Jennifer Davidge-Pitts, Mark Ostensen-Saunders
29 - 43
Ángel García-Crespo, Ricardo Colomo-Palacios, Juan Miguel Gómez-Berbís, Edmundo Tovar-Caro
45 - 57
101 - 124
141 - 160
177 - 191
Anthony Scime, Francis Kofi Andoh-Baidoo, Charles Bush, Babajide Osatuyi
193 - 209
Liisa von Hellens, Kaylene Clayton, Jenine Beekhuyzen, Sue H. Nielsen
211 - 228
Jan Hendrik Hahn, Elsa Mentz, Lukas Meyer
273 - 284

Volume 7, 2008


Sharlett Gillard, Denice Bailey, Ernest Nolan
21 - 33
William P. Wagner, Vik Pant, Ralph Hilken
35 - 45
Mark E. McMurtrey, James P. Downey, Steven M. Zeltmann, William H. Friedman
101 - 120
Antonio Cartelli, Mark Stansfield, Thomas Connolly, Athanassios Jimoyiannis, Hugo Magalhães, Katherine Maillet
121 - 134
Justus Randolph, George Julnes, Erkki Sutinen, Steve Lehman
135 - 162
Ronald J. Glotzbach, Dorina A. Mordkovich, Jaime E. Radwan
163 - 183
Jennifer Nicholson, Darren Nicholson, Joseph S. Valacich
184 - 204
Denise E. Agosto, Susan Gasson, Michael Atwood
205 - 221
W. T. Tsai, Yinong Chen, Calvin Cheng, Xin Sun, Gary Bitter, Mary White
315 - 338
339 - 353

Volume 6, 2007


Gregory J. Skulmoski, Francis T. Hartman, Jennifer Krahn
1 - 21
65 - 80
Jinhua Guo, Weidong Xiang, Shengquan Wang
215 - 226
George Rice, Michael Bowman
227 - 240
Päivi Jokela, Peter Karlsudd
291 - 309
Theda Thomas, Timothy Davis, Alanah Kazlauskas
327 - 346
Dave Oliver, Tony Dobele
347 - 360
Juha Sorva, Ville Karavirta, Ari Korhonen
407 - 423
425 - 439
Tiong-Thye Goh, Val Hooper
441 - 453

Volume 5, 2006


David W. Johnson, Kimberly W. Bartholomew, Duane Miller
77 - 94
T. Grandon Gill, Carolyn F. Holton
95 - 105
Iwona Miliszewska , Gayle Barker, Fiona Henderson, Ewa Sztendur
107 - 120
Kevin R. Parker, Joseph T. Chao, Thomas A. Ottaway, Jane Chang
133 - 151
V.Lakshmi Narasimhan, Shuxin Zhao, Hailong Liang, Shuangyi Zhang
179 - 199
201 - 219
Mariana Hentea, Harpal S. Dhillon, Manpreet Dhillon
221 - 233
235 - 249
Nicole A. Buzzetto-More , Ayodele Julius Alade
251 - 269
James H. Hamlyn-Harris, Barbara J. Hurst, Karola von Baggo, Anthony J. Bayley
299 - 315
Tanja Krunic, Ljiljana Ruzic-Dimitrijevic, Branka Petrovic, Robert Farkas
317 - 335
Joseph J. Ekstrom, Sandra Gorka, Reza Kamali, Eydie Lawson, Barry M. Lunt, Jacob Miller, Han Reichgelt
343 - 361
Reza Kamali, Samuel Liles, Charles R. Winer, Keyuan Jiang, Barbara Nicolai
363 - 371
373 - 388
Jeffrey Brewer, Alka Harriger, John A. Mendonca
441 - 458
Annegret Goold, Naomi Augar , James Farmer
477 - 490

Volume 4, 2005


1 - 31
Kevin R. Parker, Cynthia LeRouge, Ken Trimmer
43 - 60
97 - 113
219 - 236
307 - 327
363 - 372

Volume 3, 2004


Han Reichgelt , Barry M. Lunt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis
19 - 34
Liisa von Hellens, Sue H. Nielsen, Jenine Beekhuyzen
103 - 116
Christine Bruce, Lawrence Buckingham, John Hynd, Camille McMahon, Mike Roggenkamp, Ian Stoodley
143 - 160
161 - 172
173 - 188
Laura Bergstrom, Kaj J. Grahn, Krister Karlstrom, Göran Pulkkis, Peik Åström
189 - 217
245 - 262
291 - 312
313 - 323

Volume 2, 2003


Kenneth J. Klassen, Keith A. Willoughby
1 - 13
Robert P. Minch , Sharon W. Tabor
51 - 59
Richard D. Manning, Maxine S. Cohen, Robert L. DeMichiell
115 - 130
Anna Michailidou , Anastasios A. Economides
131 - 152
165 - 180
185 - 201
203 - 214
215 - 240
Ari Korhonen , Lauri Malmi, Jussi Nikander , Petri Tenhunen
241 - 255
Cecilia Lanyi Sik, Zsuzsanna Lanyi , Ádam Tilinger
291 - 303
Frances Slack, Martin Beer, Gillian Armitt, Sharon Green
305 - 317
Salvatore Valenti, Francesca Neri , Alessandro Cucchiarelli
319 - 330
Ining Tracy Chao , Terry Butler, Peter Ryan
331 - 348
379 - 392
393 - 406

Volume 1, 2002


Symeon Retalis, Paris Avgeriou
25 - 42
Theresa M. Vitolo, Chris Coulston
43 - 52
53 - 64
103 - 112
R. J. Dawson , I. A. Newman
125 - 142
Salvatore Valenti, Alessandro Cucchiarelli , Maurizio Panti
157 - 175
223 - 232

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