Blended learning with international students: a multiliteracies approach

References

• Castleford, J., & Robinson, G. (1998). Evaluating IT-based resources for supporting learning and teaching in geography: Some case studies. Journal of Geography in Higher Education, 22, 375–423.10.1080/03098269885778
   Web of Science ®Google Scholar
• Chen, T., Maton, K., & Bennett, S. (2011). Absenting discipline: Constructivist approaches in online learning. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 129–150). London: Continuum.
   Google Scholar
• Chou, C. (2002). Developing the e-Delphi system: A web-based forecasting tool for educational research. British Journal of Educational Technology, 33, 233–236.10.1111/bjet.2002.33.issue-2
   Web of Science ®Google Scholar
• Coffin, C., & Donahue, J. P. (2014). A LASS approach to teaching and learning. Language Learning, 64, 39–84.
   Web of Science ®Google Scholar
• Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
   Google Scholar
• Davis, H. C., & Fill, K. (2007). Embedding blended learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38, 817–828.
   Web of Science ®Google Scholar
• de Souza e Silva, A., & Frith, J. (2014). Re-narrating the city through the presentation of location. In J. Farman (Ed.), The mobile story: Narrative practices with locative technologies (pp. 39–49). New York, NY: Routledge.
   Google Scholar
• Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the association for educational communications and technology (pp. 170–198). New York, NY: Macmillan Library Reference USA.
   Google Scholar
• Farman, J. (2014). The mobile story – Narrative practices with locative technologies. New York, NY: Routledge.
   Google Scholar
• Frommer, D. (2014). These are the 25 most popular mobile apps in America. Quartz, August 21. Retrieved from http://qz.com/253527
   Google Scholar
• Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. New York, NY: Wiley.
   Google Scholar
• Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207–219.10.1111/jcal.2013.29.issue-3
   Web of Science ®Google Scholar
• Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3, 5–34. In P. Ninnes & M. Hellstén (Eds.), Internationalizing Higher Education: Critical Explorations of Pedagogy and Policy. Comparative Education Centre University of Hong Kong Springer.com
   Google Scholar
• Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116.10.1016/0898-5898(93)90026-7
   Google Scholar
• Halliday, J. (2003). Who wants to learn forever? Hyperbole and difficulty with lifelong learning. Studies in Philosophy and Education, 22, 195–210.10.1023/A:1022865103813
   Google Scholar
• Herrington, J., Reeves, T. C., & Oliver, R. (2010). A practical guide to authentic E-learning. New York, NY: Routledge.
   Google Scholar
• Kang, H., & Chang, B. (2016). Examining culture’s impact on the learning behaviors of international students from confucius culture studying in western online learning context. Journal of International Students, 6, 779–797.
   Web of Science ®Google Scholar
• Kuh, G. D., Cruce, T. M., Shoup, R., & Kinzie, J. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79, 540–563. doi:10.1353/jhe.0.0019
   Web of Science ®Google Scholar
• Lynch, K., Bednarz, R. S., Boxall, J., Chalmers, L., France, D., & Kesby, J. (2008). Elearning for geography’s teaching and learning spaces. Journal of Geography in Higher Education, 32, 135–149.10.1080/03098260701731694
   Web of Science ®Google Scholar
• Mitchell, P., & Forer, P. (2010). Blended learning: The perceptions of first-year geography students. Journal of Geography in Higher Education, 34, 77–89.10.1080/03098260902982484
   Web of Science ®Google Scholar
• Moore, N., & Gilmartin, M. (2010). Teaching for better learning: A blended learning pilot project with first-year geography undergraduates. Journal of Geography in Higher Education, 34, 327–344. doi:10.1080/03098265.2010.501552
   Web of Science ®Google Scholar
• New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. doi:10.17763/haer.66.1.17370n67v22j160u
   Google Scholar
• Ninnes, P. (2005). Higher education engaging with the ‘developing’world: The case of the virtual Colombo plan. In P. Ninnes & M. Hellstén (Eds.), Internationalizing higher education (pp. 141–158). Dordrecht: Springer.10.1007/1-4020-3784-8
   Google Scholar
• Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
   Google Scholar
• Rich, D. C., Robinson, G., & Bednarz, R. S. (2000). Collaboration and the successful use of information and communications technologies in teaching and learning geography in higher education. Journal of Geography in Higher Education, 24, 263–270.10.1080/713677378
   Web of Science ®Google Scholar
• Stalker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Mountain View, CA: Innosight Institute.
   Google Scholar
• Young, M. F., Slota, S., & Cutter, A. B. (2012, March). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82, 61–89. 10.3102/0034654312436980
   Web of Science ®Google Scholar