Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed.) (pp. 45-74). Athabasca, AB, Canada: Athabasca University Press.
Andrade, J., Ares, J., Garcia, R., & al, e. (2008). Guidelines for the development of e-learning systems by means of proactive questions. Computers and Education , 51, 151-1522.
Argyris, C., & Schon, D. A. (1974). Theories in practice. San Francisco, CA: Jossey Bass.
Barefoot, B. O. (2004). Higher education's revolving door: Confronting the problem of student drop out in US colleges and uiversities. Open Learning , 19 (1), 9-18.
Barrett, H., & Wilkerson, J. (2006, March 15). Competing paradigms in porfolio approachers. Retrieved May 01, 2009, from Dr. Helen Barrett's electronic portfolios: http://electronicportfolios.org/systems/paradigms.html
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd Edition ed.). San Franscisco: Jossey-Bass, an Imprint of Wiley.
Crichton, S., & Childs, E. (2008). Looking forward: Stories of practice. In Education for a digital world: Advice, guidelenes, and effective practice from around the globe (pp. 489-502). Vancouver, BC: BCcampus and Commonwealth of Learning.
Driscoll, M. P. (2005). Theories of learning and instruction. In M. P. Driscoll, Psychology of learning for instruction (pp. 11 - 15). Boston: Pearson Education, Inc.
Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Retrieved April 15, 2008, from Journal of Distance Education: http://cade.athabascau.ca/vol13.1/kanuka.html
Knowles, M. (1970). The modern practice of adult education: From pedagogy to andragogy. In M. Smith, G. Aker, & J. R. Kidd (Eds.), Handbook of Adult Education. New York: MacMillan.
Leu, D. J., & Zawilinski, L. (2007). The new literacies of online reading comprehension. New England Reading Association Journal , 43 (1), 1-7.
Orstein, A. C. (2003). Critical issues in teaching. In A. C. Ornstein, L. S. Behar-Horenstein, & E. F. Pajak (Eds.), Conemporary Issues in Curriculum (3rd Edition ed., pp. 77-93). Boston: Allyn and Bacon.
Postman, N. (1995). The end of education: Redefining the value of school. New York: Random House.
Pountney, R., Parr, S., & Wittaker, V. (2002). Communal constructivism and networked learning: Reflections on a case study. Networked Learning Conference. Sheffield: Sheffield University.
Prinsen, F., Volman, M., & Terwel, J. (2007). Gender-related differeneces in computer-mediated communication and computer-supported collaorative learning. Journal of Computer Assisted Learning , 23 (5), 393.
Schon, D. A. (1998). Education the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
Siemens, G. (2006). Knowing Knowledge (e-book). Retrieved November 30, 2008, from www.knowingknowledge.com
Research
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed.) (pp. 45-74). Athabasca, AB, Canada: Athabasca University Press.
Andrade, J., Ares, J., Garcia, R., & al, e. (2008). Guidelines for the development of e-learning systems by means of proactive questions. Computers and Education , 51, 151-1522.
Argyris, C., & Schon, D. A. (1974). Theories in practice. San Francisco, CA: Jossey Bass.
Barefoot, B. O. (2004). Higher education's revolving door: Confronting the problem of student drop out in US colleges and uiversities. Open Learning , 19 (1), 9-18.
Barrett, H., & Wilkerson, J. (2006, March 15). Competing paradigms in porfolio approachers. Retrieved May 01, 2009, from Dr. Helen Barrett's electronic portfolios: http://electronicportfolios.org/systems/paradigms.html
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd Edition ed.). San Franscisco: Jossey-Bass, an Imprint of Wiley.
Crichton, S., & Childs, E. (2008). Looking forward: Stories of practice. In Education for a digital world: Advice, guidelenes, and effective practice from around the globe (pp. 489-502). Vancouver, BC: BCcampus and Commonwealth of Learning.
Driscoll, M. P. (2005). Theories of learning and instruction. In M. P. Driscoll, Psychology of learning for instruction (pp. 11 - 15). Boston: Pearson Education, Inc.
Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Retrieved April 15, 2008, from Journal of Distance Education: http://cade.athabascau.ca/vol13.1/kanuka.html
Knowles, M. (1970). The modern practice of adult education: From pedagogy to andragogy. In M. Smith, G. Aker, & J. R. Kidd (Eds.), Handbook of Adult Education. New York: MacMillan.
Leu, D. J., & Zawilinski, L. (2007). The new literacies of online reading comprehension. New England Reading Association Journal , 43 (1), 1-7.
Orstein, A. C. (2003). Critical issues in teaching. In A. C. Ornstein, L. S. Behar-Horenstein, & E. F. Pajak (Eds.), Conemporary Issues in Curriculum (3rd Edition ed., pp. 77-93). Boston: Allyn and Bacon.
Postman, N. (1995). The end of education: Redefining the value of school. New York: Random House.
Pountney, R., Parr, S., & Wittaker, V. (2002). Communal constructivism and networked learning: Reflections on a case study. Networked Learning Conference. Sheffield: Sheffield University.
Prinsen, F., Volman, M., & Terwel, J. (2007). Gender-related differeneces in computer-mediated communication and computer-supported collaorative learning. Journal of Computer Assisted Learning , 23 (5), 393.
Schon, D. A. (1998). Education the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
Siemens, G. (2006). Knowing Knowledge (e-book). Retrieved November 30, 2008, from www.knowingknowledge.com