Thanks to my family and couple of friends who acted in this short educational movie.
Agosto, D. E., Copeland, A. J., & Zach, L. (2013). Testing the benefits of blended education: Using social technology to foster collaboration and knowledge sharing in face-to-face LIS courses. Journal of Education for Library and Information Science, 54(2), 94-107. Retrieved from http://search.proquest.com/docview/1399142292?accountid=14872.
Armstrong, D. A. (2011). Students' perceptions of online learning and instructional tools: A qualitative study of undergraduate students use of online tools. TOJET : The Turkish Online Journal of Educational Technology, 10(3) Retrieved from http://search.proquest.com/docview/1288353694?accountid=14872.
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Gerbic, P. (2010). Getting the blend right in new learning environments: A complementary approach to online discussions. Education and Information Technologies, 15(2), 125-137. doi:http://dx.doi.org/10.1007/s10639-009-9100-5.
Fahy, P. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: Athabasca University.
Kamarul Kabilan, M., Wan Fara, W. A., & Mohamed, A. E. (2011). Online collaboration of English language teachers for meaningful professional development experiences. English Teaching, 10(4), 94-n/a. Retrieved from http://search.proquest.com/docview/926184618?accountid=14872.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.
Keskitalo, T., Pyykkö, E., & Ruokamo, H. (2011). Exploring the meaningful learning of students in second life. Journal of Educational Technology & Society, 14(1), 16-n/a. Retrieved from http://search.proquest.com/docview/1287031723?accountid=14872.
Moller, L. (2008). Static and dynamic technological tools. Unpublished manuscript, Walden University.
Murphy, K. L., & Cifuentes, L. (2001). Using web tools, collaborating, and learning online. Distance Education, 22(2), 285-305. Retrieved from http://search.proquest.com/docview/217782583?accountid=14872.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. [Kindle touch version]. Retrieved from Amazon.com.
Passig, D., & Schwartz, G. (2007). Collaborative writing: Online versus frontal. International Journal on ELearning, 6(3), 395-412. Retrieved from http://search.proquest.com/docview/210366883?accountid=14872.
Piaget, J. (1969). The Mechanisms of perception. New York: Routledge Kegan Paul.
Siemens, G. (2004), Connectivism: a learning theory for the digital age, retrieved from www.elearnspace.org/Articles/connectivism.htm.
Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21(3), 199-217. doi:http://dx.doi.org/10.1007/s12528-009-9024-5.