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  1. Home /
  2. Archives /
  3. V29(1) Winter / hiver, 2003

V29(1) Winter / hiver, 2003

Published: 2003-02-15

Editorial

  • Taking CJLT / RCAT Online

    Rick Kenny
    • HTML

Articles

  • Towards a Cyber-Constructivist Perspective (CCP) of Educational Design

    Rocci Luppicini
    • HTML
  • Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects

    Colette Deaudelin, Marc Dussault, Monique Brodeur
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  • Seeking Information for School Purposes on the Internet

    Holly Gunn, Gary Hepburn
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  • Étude du changement découlant de l’intégration des technologies de l’information et de la communication dans une école secondaire de l’Ontario

    Martine Leclerc
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  • The Development of Media Literacy among Grade Five Teachers and Students - A Case Study

    Rachel McCabe, Winston Emery
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Research Report

  • The Student Experience of Distance Education: Reviews of two qualitative theses designed to explore the day-to-day experience of learners studying online.

    Shelley Kinash, Susan Crichton
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Book Review

  • No Place to Learn: Why Universities Aren't Working, 2002. Tom Pocklington and Allan Tupper. Vancouver: UBC Press. 220 pages. ISBN: 0774808780

    Terry Anderson, Katherine McManus
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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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