Today the classroom approach to teaching and learning reflects the new advances in multimedia technologies and the recent shift to cognitive and constructivist views of learning. This issue of the JECDOL focuses on learning methods and the use of new technologies that supports active learning.

The first article, “A review of the learning theory”, by Cecil Schmidt provides a review of the learning theory identified by Roger Schank and Chip Cleary in Engines for Education (Schank R. and Cleary C., 1995). In particular this review provides the proposition of the theory, the domain of the theory, related research and implementations of the theory, and the roles for the teacher, learner, and technology. Implications for further work in this area are also presented

The second article, “Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments” by Aziz Ghefaili, focuses on (1) adding clarity and consistency to the notion of cognitive apprenticeship as a framework for instructional design; and (2) viewing the connection between cognitive apprenticeship and computer-based learning.

The third paper by Zia Ahmadi reports on “The Montessori Method”. This paper relates the story of Dr. Maria Montessori (1870 -1952), first woman in Italy to graduate in medicine from the University of Rome, whose message and a method has transformed early childhood education worldwide. Her method, she simply called “Help to Life” assumes that children learn best by interacting with concrete materials and by being respected as individuals. It also posits that the teacher's role is primarily in organizing materials and establishing a general classroom culture. This paper also makes the connection to more recent learning theories the way new technologies are used under such premises.

The fourth article, “Hypermedia” by Hong Wang, reviews hypermedia from its history, definitions, and characteristics to problems pertaining to constructive methods in its application. This article aims at promoting an application of constructive hypermedia to maximize students’ learning instead of the traditional exploratory hypermedia in instructional environments.
I am very grateful to the authors who have contributed to this issue of our journal. Their patience, perseverance, and willingness to revise their article deserve special recognition. I am also grateful to the reviewers, namely Bradley Atchison, Lorena Barboza, Alex Shih-Hsung Hwu, Hong Wang, Jeff Williams, and Dr. McGrath the journal’s Advisor for their patience, time and effort in preparing these articles for publication.