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  1. Home /
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  3. V31(1) Winter / hiver 2005

V31(1) Winter / hiver 2005

Published: 2005-02-15

Articles

  • A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked

    Richard Kenny, Zuochen Zhang, Richard Schwier, Katy Campbell
    • HTML
  • Les représentations des enseignants quant à leurs profils de compétences relatives à l’ordinateur : vers une théorie des TIC en éducation

    François Desjardins
    • HTML
  • Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education

    John P Kubieck
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  • Open Source Software and Schools: New Opportunities and Directions

    Gary Hepburn
    • HTML
  • Issues And Challenges Of Instructional Technology Specialists In Alberta Colleges

    Margaret Spence, Margaret Haughey
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  • Comparison of Student Experiences with Different Online Graduate Courses in Health Promotion

    Stanley Varnhagen, Douglas Wilson, Eugene Krupa, Susan Kasprzak, Vali Hunting
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Editorial

  • Editorial: CJLT / RCAT after Three Years: Great Progress and Time for Renewal

    Richard Kenny
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  • Editorial: Building Upon the CJLT / RCAT Legacy

    Michele Jacobsen
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Language

  • English
  • Français (Canada)

Editors

Martha Cleveland-Innes, Athabasca University, Canada

about

About

The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process.

CJLT is indexed in Scopus, Web of Science (ESCI), ERIC, DOAJ, Ulrichs, Google Scholar, EBSCO, and others.

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University of Alberta Library Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
| ISSN 1499-6685
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