Alt-J

An international journal devoted to research and good practice in the development and use of learning technologies within higher education

Sponsored by the Association for Learning Technology

Alt-J On Line

SUBSCRIPTION ORDERS per annum (institutions) or (individuals). Three issues per annum. E-mail: journals@press.wales.ac.uk for information regarding subscriptions and availability of back issues not listed on the on-line catalogue

 Editor

Gráinne Conole, Institute for Learning and Research Technology, University of Bristol, 8–10 Berkeley Square, Bristol BS8 1HH. Phone: +44 (0)117-928-7087. Fax: +44 (0)117-928-7112. Email: g.conole@bristol.ac.uk.

Deputy Editors

Martin Oliver, Higher Education Research and Development Unit, Educational and Professional Development, University College, London, 1–19 Torrington Place, London WC1E  6BT. Phone: +44 (0)20-7679-1905. Fax: +44 (0)20-7679-1715. Email: martin.oliver@ucl.ac.uk.

Jane K. Seale, Centre of Rehabilitation Engineering, Department of Medical Engineering and Physics, King’s College, London, Denmark Hill, London SE5 9RS. Phone: +44 (0)20-7346-1653. Email: janeseale@beeb.net.

Executive Editor

Gabriel Jacobs, European Business Management School, University of Wales, Swansea SA2 8PP. Phone: 01792 295577. Fax: 01792 295626. Email: g.c.jacobs@swansea.ac.uk.

Reviews Editor

Philip Barker, Interactive Systems Research Group, School of Computing and Mathematics, University of Teesside, Middlesbrough, Cleveland TS1 3BA. Phone: 01642 342660. Fax: 01642 226822. Email: philip.barker@teesside.ac.uk.

Editorial Board

Lynne Brindley, University of Leeds

Stephen Brown, De Montfort University, Leicester

Graham Chesters, University of Hull

Betty Collis, University of Twente, Netherlands

Jonathan Darby, University of Oxford

Peter Goodyear, University of Lancaster

Scott Grabinger, University of Denver

Nick Hammond, University of York

Roger Hartley, University of Leeds

John G. Hedberg, University of Wollongong

Michael Kibby, University of Strathclyde

Ray McAleese, Heriot-Watt University

Som Naidu, University of Melbourne

Ron Oliver, Edith Cowan University

Dianne Phillips, Manchester Metropolitan University

Bridget Somekh, University of Huddersfield

Robert Ward, University of Huddersfield

Contents
Please email UWP to obtain details of back issues not given here

• 10-2 (2002)
• 10-1 (2002)
• 9-3 (2001)
• 9-2 (2001)
• 9-1 (2001)
• 8-3 (2000)
• 8-2 (2000)
• 8-1 (2000)
• 7-3 (1999)
• 7-2 (1999)
• 7-1 (1999)
• 6-3 (1998)
• 6-2 (1998)
• 6-1 (1998)

• Editorial Martin Oliver
• Understanding the development of teaching and learning resources: a review Louise Plewes and Kim Issroff
• Inclusion and online learning opportunities: designing for accessibility Elaine J. Pearson and Tony Koppi
• Networking: a study in planning and developing cross-cultural collaboration Sanjeev Singh and Jon Dron
• Reading with new tools: an evaluation of Personal Digital Assistants as tools for reading course materials Jenny Waycott
• Using Web-based support for campus-based open learning: lessons from a study in dental public health Ruth Holt, Martin Oliver and Claire McAvinia
• Grounded Theory as an approach to studying students’ uses of learning management systems Graham Alsop and Chris Tompsett
  Discussion section
• Gender issues in computer-supported learning: what we can learn from the gender, science and technology literature Gwyneth Hughes
• A response to the critique of gender issues in computer-supported learning Cathy Gunn, Sheila French, Hamish MacLeod, Mae McSporran and Gráinne Conole
• Reviewsedited by Philip Barker

• Editorial: Letting go of the old and embracing the new Jane Seale, Jeff Haywood and Nora Mogey
• Time to experiment . . . Gráinne Conole, Martin Oliver and Jane Seale
• Time to experiment: a response Mike Davis and Kate Denning
• Key skills by design: adapting a central Web resource to departmental contexts Claire McAvinia
• Online mentoring and peer support: using learning technologies to facilitate entry into a community of practice Lori Lockyer, John Patterson, Gregg Rowland and Doug Hearne
• Gender issues in computer-supported learning Cathy Gunn, Sheila French, Hamish McLeod, Mae McSporran and Gráinne Conole
• Educational innovation, learning technologies and ‘virtual culture potential’ David Riley
• Metadata in the changing learning environment: developing skills to achieve the blue skies Juanita Foster-Jones and Hazel Beazleigh
• Does the mode of delivery affect mathematics examination results? D. J. Fiddes, A. A. Korabinski, G. R. McGuire, M. A. Youngson and D. McMillan
• Comparing distance education and conventional education: observations from a comparative study of post-registration nurses Tim Duffy, Iain Gilbert, David Kennedy and Poon Wai Kwong
• A program to help students of life sciences prepare a research protocol Alan Wise
• Reviews edited by Philip Barker

• Editorial – David Squires, 1948–2001 Gráinne Conole
• Designing intelligent computer-based simulations: a pragmatic approach Bernard M. Garrett and David Callear
• On-line student feedback: a pilot study Liz Barnett, Jane Galbraith, Paul Gee, Fran Jennings and Ron Riley
• Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project Nick Joint, Bob Kemp and Susan Ashworth
• Can virtual seminars be used cost-effectively to enhance student learning? Peter Halfpenny and Sonja Wellings
• Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers Abdelilah Salim Sehlaoui
• Taking over someone else’s design: implications for the tutor’s role in networked learning Mireia Asensio, Janice Whatley and Chris Jones
• Reviews edited by Philip Barker

• Editorial – Time for an experiment Gráinne Conole
• Does gender matter in online learning? Mae McSporran and Stuart Young
• The distributed development of quality courses for a virtual university Martin Oliver, Claire Bradley and Tom Boyle
• Share and share alike: encouraging the reuse of academic resources through the Scottish electronic Staff Development Library Lorna M. Campbell, Allison Littlejohn and Charles Duncan
• Using electronic resources to support dialogue in undergraduate small-group teaching: the ASTER project Frances Condron
• Integrating groupware technology into the learning environment Abdul Naeem Shaikh and Linda Macaulay
• Almost as helpful as good theory: some conceptual possibilities for the online classroom Mike Davis and Kate Denning
• Reviews edited by Philip Barker

• Editorial - The changing face of Alt-J, Gráinne Conole and Gabriel Jacobs
• Usage, attitudes and workload implications for a Web-based learning environment Betty Collis and John Messing
• Towards electronically assisted peer assessment: a case study Abhir Bhalerao and Ashley Ward
• A toolkit for supporting evaluation Gráinne Conole, Ed Crew, Martin Oliver and Jen Harvey
• The specification and design of an interactive virtual environment for use in teacher training Fiona French, Ian Cumpson and Ruth Wood
• Student 'voices' and course development: reading the signs on a distance course in educational technology Diane Slaouti
• The importance of 'goodness of fit' between organizational culture and climate in the management of change: a case study in the development of online learning Donald W. McMurray
• Developing strategic learning alliances: partnerships for the provision of global education and training solutions Michael Crock, Gordon Joughin, Pamela Edwards and David Curtis
• Online interactivity: best practice based on two case studies Tom Boyle and John Cook
• Reviews edited by Philip Barker

• Editorial. Joyce Martin, Jane Williams and Ros O’Leary
• Staff development at RMIT: bottom-up work serviced by top-down investment and policy. Carmel McNaught and Paul Kennedy
• Driving departmental change through evaluation: some outcomes and problems. Richard Hall and Derek Harding
• Designs on the Web: a case study of online learning for design students. S. Brown, C. H. M. Hardaker and N. P. Higgett
• Authoring a Web-enhanced interface for a new language-learning environment. Dominique Hémard and Steve Cushion
• Developing lifelong learners: a novel online problem-based ultrasonography subject. Laura C. Minasian-Batmanian, Anthony J. Koppi and Elaine J. Pearson
• Development of a Web-based learning tool for undergraduate health professionals: Studying applied anatomy. Valerie Cooper and Mike McConnell
• Learning networks and communication skills. Kerry Musselbrook, Erica McAteer, Charles Crook, Hamish Macleod and Andy Tolmie
• Active learning of statistics: a case study. Erica J. Morris and Eileen Scanlon
• Costing the lifecycle of networked learning: documenting the costs from conception to evaluation. Paul Bacsich and Charlotte Ash
• Reviews, edited by Philip Barker

• Editorial. C. J. H. Fowler and David Squires
• Learning relationships from theory to design. C. J. H. Fowler and J. T. Mayes
• Real-time interactive social environments: a review of BT’s Generic Learning Platform. Michael Gardner and Holly Ward
• Vicarious learning through capturing task-directed discussions. F. Dineen, J. T. Mayes and J. Lee
• Wearable learning tools. Jerry Bowskill and Nick Dyer
• Peripatetic electronic teachers in higher education. David Squires
• Supporting strategic cultural change: the Strathclyde Learning Technology Initiative as a model. Allison Littlejohn and Shona Cameron
• Computer-assisted learning as an alternative to didactic lectures: a study of teaching the physics of diagnostic imaging. V. H. M. Dale, M. Sullivan and D. R. Irvine
• Web interfaces to enhance CAL materials: case studies from law and statistics. David Grantham and Neville Hart
• Reviews, edited by Philip Barker

• Editorial. David Squires and Gráinne Conole
• Putting theory into practice: the creation of REALs in the context of today’s universities. Sally Ann Kitts and John T. Hancock
• Scaling up a learning technology strategy: supporting student/faculty teams in learner- centred design. Tom Carey, Kevin Harrigan, Antonia Palmer and Jonathan Swallow
• From the sage on the stage to what exactly? Description and the place of the moderator in co-operative and collaborative learning. Chris Jones
• Evaluation of the usefulness of a computer-based learning program to support student learning in pharmacology. S. Brain, D. G. Dewhurst and A. D. Williams
• Interactive learning aided by JavaScript. A. Wise
• Issues in student training and use of electronic bibliographic databases. Miriam Catterall and Pat Ibbotson
• Effective use of communication and information technology: bridging the skills gap. Allison H. Littlejohn and Lorraine A. J. Stefani
• Reviews, edited by Philip Barker

• Editorial. Jonathan Darby and David Squires
• ‘Learning matters’: Adjusting the media mix for academic advantage. Peter Twining
• Evaluating EuroMET, a Web-based resource for meteorologists. Julia Phelps and Ross Reynolds
• Online educational counselling for students with special needs: building rapport. Margaret Debenham, Denise M. Whitelock, Pat Fung and Judy M. Emms
• Issues of partial credit in mathematical assessment by computer. C. E. Beevers, D. G. Wild, G. R. McGuire, D. J. Fiddes and M. A. Youngson
• The importance of task appropriateness in computer-supported collaborative learning. Kathy Buckner and Kate Morss
• Computer-supported experiential learning (Phase One, staff development). Alan Staley and Diana Eastcott
• Supporting organizational change: fostering a more flexible approach to course delivery. Gail Hart, Yoni Ryan and Kerry Bagdon
• Staff edutainment on a corporate intranet – lessons learned. Vlad Ionesco
• Learning technologies and the lifelong learner: armament or disarmament? Jane Seale
• Reviews, edited by Philip Barker

• Editorial. Gráinne Conole
• Shared teaching with multimedia-enhanced video-conferencing. Charles Duncan, Martin Morrey, Gwen Bayne, Iain MacLaren, Patrick Walder, John McQuillan
• Creating shareable representations of practice. Peter Goodyear and Christine Steeples
• Cost-effective support for university students learning via the Web?. David Hawkridge
• Reinventing the university. Stephen Brown
• A case study of campus-based flexible learning using the World Wide Web and computer conferencing. Brian Nicholson
• A critical appraisal of WinEcon and its use in a first-year undergraduate Economics programme. D. J. Brooksbank, A. Clark, R. Hamilton and D. G. Pickernell
• Reviews, edited by Philip Barker

• Editorial. Gabriel Jacobs
• A pedagogical framework for embedding C&IT into the curriculum. Grainne Conole and Martin Oliver
• Personalizing the design of computer-based instruction to enhance learning. Hitendra Pillay, Wageeh Boles and Leonard Raj
• An interactive learning environment in Geographical Information Systems. Sarah Cornelius and Ian Heywood
• A unique style of computer-assisted assessment. Mike Thelwall
• Computer-aided assessment in statistics: the CAMPUS project. Neville Hunt
• Comment: the coming tornado? Ray McAleese
• Reviews, edited by Philip Barker

• Editorials. John O'Donoghue and Gabriel Jacobs
• A critique of the drive towards the globalization of higher education. David Bird and Brian Nicholson
• Structuring institutions to exploit learning technologies: a cybernetic model. Oleg Liber
• Pre- and post-testing in evaluating a CAL program: preliminary findings. Jennifer M. Wilson, Richard A. Lerski and Cathryn Hau
• Is it sustainable? A comparison of student and tutor online time across three distance-learning courses. Tina Wilson and Denise Whitelock
• The design, implementation and evaluation of mass conferencing. Karl Donert, Sean Brady and Jean Clarkson
• A vignette model for distributed teaching and learning. Marcel Chaloupka and Tony Koppi
• Flexible learning in a partnership context for beginning teachers. Brian M. Sova and Roger G. Hacker
• Evaluating the impact of Internet provision on students' information-gathering strategies. Julia Meek, Marie Garnett and John Grattan
• Back to the future: team-centred, resource-based learning as the antecedent of computer-based learning. James E. Cresswell
• Possible versus desirable in instructional systems: who's driving?. Linda Carswell
• Principles for the selection and integration of educational multimedia materials. Tom Boyle
• The Virtual Court Action: procedural facilitation in law. Karen Barton and Patricia McKellar
• Active paper for active learning. Heather Brown, Robert Harding, Steve Lay, Peter Robinson, Dan Sheppard and Richard Watts
• Coleridge: a computer tool for assisting musical reflection and self-explanation. John Cook and Nigel Morgan
• Reviews, edited by Philip Barker