InhaltsangabeBeyond knowledge; J. Zumbach et al. Part II: Collaborative learning with ICT and knowledge sharing. 1. Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education; F. Paas et al. 2. Interpersonal knowledge in virtual seminars; O. Diekamp et al. 3. Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load; F. Kirschner et al. 4. Mentored innovation in teacher training using two virtual collaborative learning environments; A. Kárpáti,H. Dorner. 5. Instructor's scaffolding in support of students' metacognition through an online course; R. Rimor, R. Reingold. Part III: Research notes on collaborative learning with ICT and knowledge sharing. 6. Fostering collaborators' ability to draw inferences from distributed information: a training approach; A. Meier, H. Spada. 7. Collaborative problem solving with cases in a virtual professional training; M. Hasenbein et al. 8. Students' perceptions of a competency assessment program in an online course; L. Tinoca et al. Part III: Elearning and mobile learning. 9. Mobile phones to enhance reflection upon collaborative problemsolving; M. B. Ligorio. 10. The use of iPods in education: The case of multitasking; G. Clarebout et al. 11. Which design principles influence acceptance and motivation in professional elearning? B. Kopp et al. 12. Preparing preservice teachers for professional education within a metacognitive computerbased learning environment; B. Kramarski, T. Michalsky. 13. Designing a wellformed activity system for an ICTssupported classroom; J. Park, R. Bracewell. Part IIII: Research Notes on ELearning and Mobile Learning. 14. A comparison of group and individualized motivational messages sent by SMS and email to improve student achievement; D. Wickramanayake et al. 15. Computer assisted learning and its impact on educational programs within the past decade: A bibliometric overview of research; G. Schui, G. Krampen. 16. Fostering the translation between external representations: Does it enhance learning with an intelligent tutoring program? R. Schwonke et al. 17. Oversold Underused revisited: Factors influencing computer use in Swiss classrooms; D. Petko. Part IIII: Competencebased instruction in mathematics and science. 18. Analyzing computerbased fraction tasks on the basis of a twodimensional view of mathematics competences; A. Eichelmann et al. 19. How does it swim? H. Jarodzka et al. 20. Accuracy of selfevaluation of competence: How is it affected through feedback in a computerbased arithmetic training? S. Narciss et al. 21. Inquiry WebBased learning to enhance information problem solving competence in Science; M. Pifarré, Esther Argelagós. 22. Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design; D. Klahr et al. 23. A designbased approach to professional development: the need to see teachers as learners to achieve excellence in inquirybased science education; E. A. Kyza, C. P. Constantinou. 24. The effect of intervening tests on text retention; L. Kester, H. Tabbers. 25. Guiding students' attention during example study by showin

Beyond knowledge; J. Zumbach et al. Part I-I: Collaborative learning with ICT and knowledge sharing. 1. Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education; F. Paas et al. 2. Interpersonal knowledge in virtual seminars; O. Diekamp et al. 3. Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load; F. Kirschner et al. 4. Mentored innovation in teacher training using two virtual collaborative learning environments; A. Karpati,H. Dorner. 5. Instructor's scaffolding in support of students¿ metacognition through an online course; R. Rimor,R. Reingold. Part I-II: Research notes on collaborative learning with ICT and knowledge sharing. 6. Fostering collaborators¿ ability to draw inferences from distributed information: a training approach; A. Meier, H. Spada. 7. Collaborative problem solving with cases in a virtual professional training; M. Hasenbein et al. 8. Students¿ perceptions of a competency assessment program in an online course; L. Tinoca et al. Part II-I: E-learning and mobile learning. 9. Mobile phones to enhance reflection upon collaborative problem-solving; M. B. Ligorio. 10. The use of iPods in education: The case of multi-tasking; G. Clarebout et al. 11. Which design principles influence acceptance and motivation in professional e-learning? B. Kopp et al. 12. Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment; B. Kramarski, T. Michalsky. 13. Designing a well-formed activity system for an ICTs-supported classroom; J. Park,R. Bracewell. Part II-II: Research Notes on E-Learning and Mobile Learning. 14. A comparison of group and individualized motivational messages sent by SMS and e-mail to improve student achievement; D. Wickramanayake et al. 15. Computer assisted learning and its impact on educational programs within the past decade: A bibliometric overview of research; G. Schui, G. Krampen. 16. Fostering the translation between external representations: Does it enhance learning with an intelligent tutoring program? R. Schwonke et al. 17. Oversold - Underused revisited: Factors influencing computer use in Swiss classrooms; D. Petko. Part III-I: Competence-based instruction in mathematics and science. 18. Analyzing computer-based fraction tasks on the basis of a two-dimensional view of mathematics competences; A. Eichelmann et al. 19. How does it swim? H. Jarodzkaet al.20. Accuracy of self-evaluation of competence: How is it affected through feedback in a computer-based arithmetic training? S. Narciss et al.21. Inquiry Web-Based learning to enhance information problem solving competence in Science; M. Pifarre, Esther Argelagos. 22. Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design; D. Klahr et al. 23. A design-based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry-based science education; E. A. Kyza, C. P. Constantinou. 24. The effect of intervening tests on text retention; L. Kester, H. Tabbers. 25. Guiding students¿ attention during example study by showing the model¿s eye movements; T. van Gog et al. Part III-II: Research notes on competence-based instruction in mathematics and science. 26. What makes a problem complex? S. Greiff, J. Funke. 27. Activation of learning strategies when writing learning protocols: The specificity of prompts matters; I. Glogger et al. Part IV-I: Multimedia learning. 28. One more expertise reversal effect in an instructional design to foster coherence formation; B. Koch et al. 29. The influence of spatial text information on the multimedia effect; F. Schmidt-Weigand, K. Scheiter. 30. Arguing a position from text: The influence of graphic themes on schema activation; N. H. Schwartz, C. Collins. 31. The role ...