| 1 | -- | 0 | Pei-Hsun Emma Liu, Ming-Kuan Tsai. Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study |
| 3 | -- | 4 | Nick Rushby. Editorial: Plagiarism |
| 5 | -- | 0 | Chun-Yen Chang, Yu-Ta Chien, Cheng-Yu Chiang, Ming-Chao Lin, Hsin-Chih Lai. Embodying gesture-based multimedia to improve learning |
| 6 | -- | 19 | Kevin Byrne, John Trushell. Education undergraduates and ICT-enhanced academic dishonesty: A moral panic? |
| 10 | -- | 0 | Çelebi Uluyol. ICT integration in Turkish schools: Recall where you are coming from to recognise where you are going to |
| 14 | -- | 0 | Ruben Vanderlinde, Johan van Braak. Technology planning in schools: An integrated research-based model |
| 18 | -- | 0 | Ming-Kuan Tsai, Pei-Hsun Emma Liu, Nie-Jia Yau. Using electronic maps and augmented reality-based training materials as escape guidelines for nuclear accidents: An explorative case study in Taiwan |
| 20 | -- | 30 | Robert W. Lawler, Nick Rushby. An interview with Robert Lawler |
| 22 | -- | 0 | Ömer Faruk Ursavas. Reconsidering the role of attitude in the TAM: An answer to Teo (2009) and Nistor and Heymann (2010), and Lopez-Bonilla and Lopez-Bonilla (2011) |
| 26 | -- | 0 | Ritu Dangwal, Krati Sharma. Impact of HiWEL learning stations on women living in shelter homes |
| 31 | -- | 0 | Sara Hammer. Strategic curriculum change - Edited by Paul Blackmore and Camille Kandiko |
| 31 | -- | 43 | Martin Oliver. Learning technology: Theorising the tools we study |
| 32 | -- | 0 | Marie Martin. Flexible pedagogy, flexible practice - Edited by Elizabeth Burge |
| 32 | -- | 0 | Cristina Oddone. Emerging approaches to educational research - By Tara Fenwick |
| 33 | -- | 0 | Marie Martin. Ubiquitous learning - Edited by Terry T Kidd and Irene Chen |
| 34 | -- | 0 | Robyn Smyth. Students' ePortfolio for entering into the labour market - Edited by Laura Malita and Regina Egetenmeyer |
| 35 | -- | 0 | Robyn Smyth. Developing inquiry for learning - By Peter Ovens |
| 36 | -- | 0 | Jesús García Laborda. Second language teaching and learning with technology - Edited by Sylvie Thouësny and Linda Bradley |
| 44 | -- | 53 | Laura Czerniewicz, Cheryl Brown. The habitus of digital "strangers" in higher education |
| 54 | -- | 65 | Serkan Perkmen, Sami Sahin. Who should study instructional technology? Vocational personality approach |
| 66 | -- | 81 | Abdolmajid Hayati, Alireza Jalilifar, Amir Mashhadi. Using Short Message Service (SMS) to teach English idioms to EFL students |
| 82 | -- | 94 | Frank A. J. Leenaars, Wouter R. van Joolingen, Lars Bollen. Using self-made drawings to support modelling in science education |
| 95 | -- | 111 | Xianmin Yang, Shengquan Yu, Zhong Sun. The effect of collaborative annotation on Chinese reading level in primary schools in China |
| 112 | -- | 124 | Gloria Yi-Ming Kao. Enhancing the quality of peer review by reducing student "free riding": Peer assessment with positive interdependence |
| 125 | -- | 143 | Michail N. Giannakos, Panayiotis Vlamos. Educational webcasts' acceptance: Empirical examination and the role of experience |
| 144 | -- | 155 | Michael J. Evans, Jeffrey S. Moore. Peer tutoring with the aid of the Internet |
| 156 | -- | 169 | Erik D. Van der Spek, Herre van Oostendorp, John-Jules Ch. Meyer. Introducing surprising events can stimulate deep learning in a serious game |
| 170 | -- | 176 | Edwin R. Griff, Stephen F. Matter. Evaluation of an adaptive online learning system |