Learning supported by technology in higher education: From experience to practice

References

• Bakhtin M.M. Emerson C., Holquist M. Speech genres and other late essays. 1986; Austin: University of Texas Press.
   Google Scholar
• Boyce C., Neale P. Conducting in-depth interviews: a guide for designing and conducting in-depth interviews for evaluation input. 2006; Pathfinder International Tool Series: Monitoring and Evaluation – 2.
   Google Scholar
• Bransford J.D., Brown A.L., Cocking R.R. How people learn: brain, mind, experience, and school. 2000; Washington, DC: National Academies Press.
   Google Scholar
• Breivik P.S. 21st century learning and information literacy. Change. 2005; 20–27. March–April.
   Google Scholar
• Brown A.L. Transforming schools into communities of thinking and learning about serious matters. American Psychologist. 1997; 52(4): 399–413.
   Google Scholar
• Bruner J.S. The culture of education. 1996; Cambridge, MA: Harvard University Press.
   Google Scholar
• Bryman A. Social research methods. 2008; 3rd ed, Oxford: Oxford University Press.
   Google Scholar
• Collins A., Halverson R. The second educational revolution. Journal of Computer Assisted Learning. 2010; 26: 18–27.
   Web of Science ®Google Scholar
• Fischer G. Understanding, fostering, and supporting cultures of participation. Interactions. 2011; 18(3): 42–53.
   Google Scholar
• Garrison D.R., Vaughan N.D. Blended learning in higher education: framework, principles, and guidelines. 2008. Jossey-Bass, A Wiley Imprint.
   Google Scholar
• Gee J. Situated language and learning: a critique of traditional schooling. 2004; New York: Routledge.
   Google Scholar
• Granberg C. Social software for reflective dialogue: questions about reflection and dialogue in student teachers’ blogs. Technology, Pedagogy and Education. 2010; 19(3): 345–360.
   Web of Science ®Google Scholar
• Guri-Rosenblit S., Gros B. E-learning: confusing terminology, research gaps and inherent challenges. The Journal of Distance Education. 2011; 25(1)
   Google Scholar
• Jahnke I. Tokar A., Beurskens M., Keuneke S. Informal learning via social media – preparing for didactical designs. Science and the Internet. 2012; Dusseldorf: Dusseldorf University Press.
   Google Scholar
• Jahnke I., Liebscher J. Towards a didactical design using mobile devices to encourage creativity. 2013; 51–64. ELiSS 1 (April) .
   Google Scholar
• Jenkins H. Confronting the challenges of participatory culture: media education for the 21^st century. 2009. MIT Press, Cambridge.
   Google Scholar
• Katz I. Beyond technical competence: literacy in information and communication technology. An Issue Paper from ETS. 2005; 1–9.
   Google Scholar
• Loveless A. Technology, pedagogy, and education: reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education. 2011; 20(3): 301–316.
   Web of Science ®Google Scholar
• Lund A., Hauge T. Designs for teaching and learning in technology-rich learning environments. Nordic Journal of Digital Literacy. 2011; 6(4): 258–272.
   Google Scholar
• Mahn H., John-Steiner V. Wells G., Claxton G. The gift of confidence: a Vygotskian view of emotions. Learning for Life in the 21^st Century: Sociocultural Perspectives on the Future of Education. 2002; Blackwell Publishers Ltd.
   Google Scholar
• Mårell-Olsson E., Hudson A. To make learning visible: In what way can ICT and multimedia contribute?. 2008. Tidskrift för lärarutbildning och forskning, 3–4 (Interaktiv Media and Learning) 73–90.
   Google Scholar
• Mason R., Rennie F. Rudestam K.E., Schoenholtz-Read J. Evolving technologies. Handbook of Online Learning. 2010; 2nd edition, SAGE.
   Google Scholar
• Moll L.C., Whitmore K. Faulkner D., Littleton K., Woodhead M. Vygotsky in classroom practice: Moving from individual transmission to social transaction. Learning Relationships in the Classroom. 1998; London: Routledge.
   Google Scholar
• Palincsar A.S., Brown A.L. Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction. 1984; 1(2): 117–175.
   Google Scholar
• Piaget J. Success and understanding. 1978; Cambridge, MA: Harvard University Press.
   Google Scholar
• Ponti M. Self-directed learning and guidance in non-formal open courses. Learning, Media and Technology. 2013. http://dx.doi.org/10.1080/17439884.2013.799073 (Accessed 2013-06-03)..
   Google Scholar
• Simon H. The sciences of the artificial. 1996; Cambridge, MA: MIT Press.
   Google Scholar
• Starkey L. Evaluating learning in the 21st century: a digital age learning matrix. Technology, Pedagogy and Education. 2011; 20(1): 19–39.
   Web of Science ®Google Scholar
• Trinkle D. The 361° model for transforming teaching and learning with technology. EDUCAUSE Quarterly. 2005; 4: 18–25.
   Google Scholar
• Vygotsky L.S. Mind in society: the development of the higher psychological processes. 1978; Cambridge, MA: Harvard University Press.
   Google Scholar
• Wells G. Wells G., Claxton G. Inquiry as an orientation for learning, teaching and teacher education. Learning for Life in the 21^st Century: Sociocultural Perspectives on the Future of Education. 2002; Blackwell Publishers Ltd.
   Google Scholar
• Wood P. Blogs as liminal space: student teachers at the threshold. Technology, Pedagogy and Education. 2012; 21(1): 85–99.
   Web of Science ®Google Scholar
• Zemsky R., Massy W.F. Thwarted innovation: what happened to e-learning and why. 2004. The final report for “The Weatherstation project” of the Learning Alliance at the University of Pennsylvania in cooperation with the Thomson Corporation. University of Pennsylvania: The Learning Alliance for Higher Education..
   Google Scholar
• Zhang X., Head K. Dealing with learner reticence in the speaking class. ELT Journal. 2010; 64(1): 1–11.
   Web of Science ®Google Scholar
• Zipernovszky H. Some experiences of using Internet based platforms in Religious Education. Panorama. 2010; 22(Winter/Spring): 167–172.
   Google Scholar