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© Mar 2012 Volume 10 Issue 1, ICEL 2011, Editor: Philip Balcean, pp1 - 158
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© Oct 2015 Volume 13 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp317 - 445
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© Dec 2016 Volume 14 Issue 5, Editor: Robert Ramberg, pp291 - 349
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© Apr 2017 Volume 15 Issue 1, Editor: Robert Ramberg, pp1 - 103
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Editorial
Recently a number of people from around the world have highlighted that children coming through the school system have different learning needs to previous generations, cultural and linguistic backgrounds are also cited as impacting on learning. However it is important that e‑Learning does not concentrate on a single demographic group and the papers in this edition present e‑Learning from different perspectives, including engaging with school‑aged children (O’Neill; Van de Sande and Leinhardt) and their teachers (Balcaen and Hirtz), through to the acceptance of e‑Learning by business (Leyking, Chikova and Loos). Nakayama, Yamamoto and Santiago have investigated the learning characteristics of university students from Japan and this on‑going work provides a useful insight for course developers, while Stoltenberg and Pforte look at the more technical aspects of e‑Learning and describe a prototype system developed for recording presentations.
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Editorial
Following best practice the format of the journal is now single column, this will make online reading easier than the old double column format.
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Guest Editors
Robert Ramberg earned his PhD in cognitive psychology at the department of psychology, Stockholm University and holds a position as professor at the department of computer‑ and systems sciences, Stockholm University (Technology enhanced learning and collaboration). Ramberg also holds a position as research director at the Swedish air force simulation center (FLSC), Swedish Defense Research Agency. Broadly conceptualized, his research focuses the design and evaluation of representations and representational artefacts to support learning, training and collaboration. Of particular interest to his research are socio‑cultural perspectives on learning and cognition, pedagogy and how these theories must be adapted when designing and evaluating technology enhanced learning and training environments. And more specifically how artifacts of various kinds (information technology and other tools) mediate human action, collaboration and learning.
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