References
- Abrams, S. S. (2013). Peer review and nuanced power structures: Writing and learning within the age of connectivism. E-Learning and Digital Media, 10(4), 395–406. https://doi.org/https://doi.org/10.2304/elea.2013.10.4.395
- Aksal, F. A., Gazi, Z. A., & Bahçelerli, N. M. (2013). Practice of connectivism as learning theory: Enhancing learning process through social networking site (Facebook). Gaziantep University Journal of Social Sciences, 12(2), 243–252. https://dergipark.org.tr/en/pub/jss/issue/24234/256903?publisher=gantep
- Al-Maawali, W. (2017). Audiencing strategies and student collaboration in digitally-mediated genres of writing in English [ PhD thesis]. University of Exeter.
- Al-Maawali, W. (2020). Affordances in educational technology: Perceptions of teachers and students in Oman. Journal of Information Technology Education: Research, 19, 931–952. https://doi.org/https://doi.org/10.28945/4662
- Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia - Social and Behavioral Sciences, 18, 537–543. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.05.079
- Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distributed Learning, 12(3), 98–118. https://doi.org/https://doi.org/10.19173/irrodl.v12i3.902
- Bereiter, C., & Scardamalia, M. (1986). Educational relevance of the study of expertise. Interchange, 17(2), 10–19. https://doi.org/https://doi.org/10.1007/BF01807464
- Blackstone, B., Spiri, J., & Naganuma, N. (2007). Blogs in English language teaching and learning: Pedagogical uses and student responses. Reflections on English Language Teaching, 6(2), 1–20. https://nus.edu.sg/celc/research/books/relt/vol6/no2/1-20blackstone.pdf
- Bolton, G., & Delderfield, R. (2018). Reflective practice writing and professional development (5th ed.). SAGE publishing.
- Bozazti, A The Process Writing Approach: Integrating Padlet and Web 2.0 Tools in the ELT Writing Classroom Journal for Research Scholars and Professionals of English Language Teaching, 5 (24).
- Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvella, & W. J. Levell (Eds.), The child’s conception of language (pp. 241–256). Springer-Verlag.
- Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11. https://www.aft.org/ae/winter1991/collins_brown_holum
- Dobson, T., & Stephenson, L. (2017). Primary pupils’ creative writing: Enacting identities in a Community of Writers. Literacy, 51(3), 162–168. https://doi.org/https://doi.org/10.1111/lit.12118
- Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), 6. https://nsuworks.nova.edu/innovate/vol5/iss1/6?utm_source=nsuworks.nova.edu%2Finnovate%2Fvol5%2Fiss1%2F6&utm_medium=PDF&utm_campaign=PDFCoverPages
- Glassner, A, and Back, S Exploring heutagogy in higher education: Academia meets the Zeitgeist. Springer Nature, ISBN 978-981-15-4144-5. https://doi.org/https://doi.org/10.1007/978-981-15-4144-5
- Hanjani, A. M. (2019). Collective peer scaffolding, self-revision, and writing progress of novice EFL learners. International Journal of English Studies, 19(1), 41–57. https://doi.org/https://doi.org/10.6018/ijes.331771
- Hayes, J., & Flower, L. (1980). Identifying the organisation of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Lawrence Erlbaum Associates.
- Kale, U. (2011). Peer assistance and interaction in an online forum. In Kale, U. (ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 118–130). IGI Global.https://doi.org/https://doi.org/10.4018/978-1-61692-854-4.ch008
- Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distributed Learning, 9(3), 1–13. https://doi.org/https://doi.org/10.19173/irrodl.v9i3.523
- Lave, J., & Wenger, E. (2002). Legitimate peripheral participation’ in communities of practice. In R. Harrison (Ed.), Supporting lifelong learning: Volume 1 – Perspectives on learning (pp. 111–126). Routledge Falmer.
- Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–276. https://doi.org/https://doi.org/10.11139/cj.27.2.260-276
- McInnerney, J., & Robert, T. S. (2004). Collaborative or cooperative learning? In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 203–214). Information Science Publishing.
- McIntosh, E. (2015). From learning logs to learning blogs. https://scilt.org.uk/Portals/24/Library/slr/issues/13/SLR13_McIntosh.pdf. Scottish Centre for Information on Language Teaching and Research
- Morgan, D., & Hoffman, K. (2018). Focus groups. In Flick, U. (ed.), The sage handbook of qualitative data collection (pp. 250–263). SAGE Publications Ltd. https://doi.org/https://doi.org/10.4135/9781526416070.n16
- Nigar, N. (2020). A MOOC review: Writing in English at University (WEU). Teaching English with Technology, 20(4), 96–104.
- Park, J. (2020). Benefits of Freewriting in an EFL academic writing classroom. ELT Journal, 74(3), 318–326. https://doi.org/https://doi.org/10.1093/elt/ccaa018
- Richards, K. (2003). Qualitative inquiry in TESOL. Springer.
- Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. Jossey-Bass.
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. http://www.itdl.org/Journal/Jan_05/article01.htm
- Strong, K., & Hutchins, H. M. (2009). Connectivism: A theory for earning in a world of growing complexity. Impact: Journal of Applied Research in Workplace E Learning, 1(1), 53–67.
- Tham, J., Duin, A. H., Veeramoothoo, S., & Fuglsby, B. J. (2021). Connectivism for writing pedagogy: Strategic networked approaches to promote international collaborations and intercultural learning. Computers and Composition, 60, 102643. https://doi.org/https://doi.org/10.1016/j.compcom.2021.102643
- Thomas, M. S., & Rogers, C. (2020). Education, the science of learning, and the COVID-19 crisis. Prospects, 49(1–2), 87–90. https://doi.org/https://doi.org/10.1007/s11125-020-09468-z
- Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107–119. https://files.eric.ed.gov/fulltext/EJ1219672.pdf
- Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
- Wang, Z., Anderson, T., & Chen, L. (2018). How learners participate in connectivist learning: An analysis of the interaction traces from a cMOOC. International Review of Research in Open and Distributed Learning, 19(1), 45–67.https://doi.org/https://doi.org/10.19173/irrodl.v19i1.3269
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3. https://participativelearning.org/pluginfile.php/636/mod_resource/content/3/Learningasasocialsystem.pdf
- Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232–247. https://doi.org/https://doi.org/10.14742/ajet.1361