From a passive information consumer to a critically thinking learner

References

• Arum, R., & Roksa, J. (2014). Aspiring adults adrift: Tentative transitions of college graduates. Chicago, IL: University of Chicago Press.
   Google Scholar
• Beaumont, C., Moscrop, C., & Canning, S. (2016). Easing the transition from school to HE: Scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education, 40, 331–350.
   Web of Science ®Google Scholar
• Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
   Google Scholar
• Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41, 400–413.
   Web of Science ®Google Scholar
• Chen, Y. T. (2012). A study of learning effects on e-learning with interactive thematic video. Journal of Educational Computing Research, 47, 279–292.
   Web of Science ®Google Scholar
• Chen, Y. T. (2014). A study to explore the effects of self‐regulated learning environment for hearing‐impaired students. Journal of Computer Assisted Learning, 30, 97–109.
   Web of Science ®Google Scholar
• Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Corgan, R., Hammer, V., Margolies, M., & Crossley, C. (2004). Methods – making your online course successful. Business Education Forum, 58(3), 51–54.
   Google Scholar
• Craig, J., Ault, M., & Niileksela, C. (2011). The influence of technology-rich learning environments: A classroom-based observational study. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education international conference 2011 (pp. 4304–4311). Chesapeake, VA: AACE.
   Google Scholar
• Cutajar, M. (2017). The student experience of learning using networked technologies: An emergent progression of expanding awareness. Technology, Pedagogy, and Education, 26, 485–499.
   Web of Science ®Google Scholar
• Dalsgaard, C. (2008, June). Social networking sites: Transparency in online education. Paper presented at EUNIS 2008 VISION IT – Vision for IT in Higher Education. Århus, Denmark. Retrieved from https://pure.au.dk/portal/files/11744547/Social_networking_sites_Dalsgaard.pdf
   Google Scholar
• Dede, C. (2004). Planning for neomillennial learning styles: Implications for investments in technology and faculty. Cambridge, MA: Harvard Graduate School of Education.
   Google Scholar
• Downes, S. (2010). New technology is supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2, 27–33.
   Google Scholar
• Forman, G., & Pufall, P. B. (2013). Constructivism in the computer age. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Garganté, A. B., Meneses, J., & Tamarit, C. G. (2015). Technology use for teaching and learning. Pixel-Bit: Revista de Medios y Educación, 46, 9–24.
   Google Scholar
• Ghadirian, H., Fauzi Mohd Ayub, A., & Salehi, K. (2018). Students’ perceptions of online discussions, participation and e-moderation behaviors in peer-moderated asynchronous online discussions. Technology, Pedagogy, and Education, 27, 85–100.
   Web of Science ®Google Scholar
• Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38, 1064–1069.
   PubMed Web of Science ®Google Scholar
• Hargittai, E. (2010). Digital na(t)ives? Variation in internet skills and uses among members of the ‘net generation’. Sociological Inquiry, 80, 92–113.
   Web of Science ®Google Scholar
• Harland, T. (2003). Vygotsky’s zone of proximal development and problem-based learning: Linking a theoretical concept with practice through action research. Teaching in Higher Education, 8, 263–272.
   Google Scholar
• Heinze-Fry, J. A., & Novak, J. D. (1990). Concept mapping brings long-term movement toward meaningful learning. Science Education, 74, 461–472.
   Web of Science ®Google Scholar
• Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503–520.
   Web of Science ®Google Scholar
• Horrigan, J. (2007, August 1). Why it will be hard to close the broadband divide. Pew Internet & American Life Project. Retrieved from https://www.pewresearch.org/internet/2007/08/01/closing-the-broadband-divide/
   Google Scholar
• Hounsell, D. (2007). Towards more sustainable feedback to students. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 101–113). London: Routledge.
   Google Scholar
• Johnson, G. M. (2008). The relative learning benefits of synchronous and asynchronous text-based discussion. British Journal of Educational Technology, 39, 166–169.
   Web of Science ®Google Scholar
• Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers & Education, 54, 722–732.
   Web of Science ®Google Scholar
• Jones, C., & Shao, B. (2011). The net generation and digital native: Implications for higher education. York: Higher Education Academy.
   Google Scholar
• Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S. J., … Churchwood, A. (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. In R. Atkinson, C. McBeath, S. Soong, & C. Cheers (Eds.), Annual conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 517–525). Singapore: Nanyang Technology University.
   Google Scholar
• Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: Exploring types of net generation students. Journal of Computer Assisted Learning, 26, 332–343.
   Web of Science ®Google Scholar
• Kluger, A. N., & DeNisi, A. (1996). Effects of feedback intervention on performance. Psychological Bulletin, 119, 254–284.
   Web of Science ®Google Scholar
• Knowles, M. (1973). The adult learner: A neglected species. Houston, TX: Gulf Publishing.
   Google Scholar
• Knowles, M. S., Holton, E. F., & Swanson, R. (2011). The adult learner (7th ed.). Burlington, MA: Butterworth-Heinemann, Elsevier.
   Google Scholar
• Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
   PubMed Web of Science ®Google Scholar
• Lawlor, J., Conneely, C., Oldham, E., Marshall, K., & Tangney, B. (2018). Bridge21: Teamwork, technology and learning. A pragmatic model for effective twenty-first-century team-based learning. Technology, Pedagogy and Education, 27, 211–232.
   Web of Science ®Google Scholar
• Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39, 157–181.
   Google Scholar
• López-Pérez, M. V., Pérez-López, M. C., Rodríguez-Ariza, L., & Argente-Linares, E. (2013). The influence of the use of technology on student outcomes in a blended learning context. Educational Technology Research and Development, 61, 625–638.
   Web of Science ®Google Scholar
• Macdonald, J., Weller, M., & Mason, R. (2002). Meeting the assessment demands of networked courses. International Journal on E-learning, 1, 9–18.
   Google Scholar
• Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56, 429–440.
   Web of Science ®Google Scholar
• Marshall, S. J. (2018). Technology and modern students – The digital natives fallacy. In Shaping the university of the future (pp. 197–211). Singapore: Springer. doi:10.1007/978-981-10-7620-6_10.
   Google Scholar
• McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., … Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236–243.
   PubMed Web of Science ®Google Scholar
• Melero, J., Leo, D. H., & Blat, J. (2012). A review of constructivist learning methods with supporting tooling in ICT higher education: Defining different types of scaffolding. Journal of Universal Computer Science, 18, 2334–2360.
   Web of Science ®Google Scholar
• Molloy, E., & Boud, D. (2013). Changing conceptions of feedback. In D. Boud & E. Molloy (Eds.), Feedback in higher and professional education (pp. 11–33). Abingdon: Routledge.
   Google Scholar
• New Media Consortium Horizon Project. (2015). Project preview K–12 edition. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
   Google Scholar
• Niemi, H. (2002). Active learning: A cultural change needed in teacher education and schools. Teaching and Teacher Education, 18, 763–780.
   Web of Science ®Google Scholar
• Nonnecke, B., Andrews, D., & Preece, J. (2006). Non-public and public online community participation: Needs, attitudes, and behavior. Electronic Commerce Research Journal, 6, 7–20.
   Google Scholar
• Palak, D., & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed methods approach. Journal of Research on Technology in Education, 41, 417–441.
   Google Scholar
• Peled, Y., Bar-Shalom, O., & Sharon, R. (2012). Characterization of pre-service teachers’ attitude to feedback in a wiki-environment framework. Interactive Learning Environments, 22, 578–593.
   Web of Science ®Google Scholar
• Peled, Y., & Sarid, M. (2010). Multi-drafting feedback process in a web-based environment. Interactive Technology, and Smart Education, 7, 113–123.
   Google Scholar
• Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.
   Google Scholar
• Pundak, D., Herscovitz, O., Shacham, M., & Weizer-Biton, R. (2010). Attitudes of face-to-face and e-learning instructors toward ‘Active Learning’. European Journal of Open and Distance Learning, II. Retrieved from http://www.eurodl.org/materials/contrib/2010/Pundak_Herscovitz_Shacham.htm
   Google Scholar
• Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35, 535–550.
   Web of Science ®Google Scholar
• Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66–70.
   Web of Science ®Google Scholar
• Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York; NY: McGraw-Hill.
   Google Scholar
• Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wang, S. K., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: Considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62, 637–662.
   Web of Science ®Google Scholar
• Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19, 671–684.
   Web of Science ®Google Scholar
• Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry, 17, 89–100.
   PubMed Web of Science ®Google Scholar