نوع المستند : بحوث فی مجال المناهج وطرق التدریس
المؤلف
استاذ تکنولوجيا التعليم المساعد کلية التربية النوعية - جامعة عين شمس
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
1. Al-Sharqawy, A. M. (2012). Learning: Theories and Applications. Cairo: The Anglo-Egyptian BookshoA.
2. Medkour, A. A. Kh. (2014). The source for formative evaluation (teacher - peer - self) in an interactive electronic learning environment and its impact on students' performance and innovative thinking in producing educational drawings by computer, Journal of the Egyptian Association for Educational Technology, 24 (2), Egypt, 165 - 229, retrieved from https: // search Mand umah.com / Record / 699 815
3. Ahmed, b. a. (2017). The effectiveness of the research self for postgraduate students in Arab public universities: a comparative study According to some demographic variables. Journal of Psychological Counseling, 50 (1), Center for Psychological Counseling, Ain Shams University, 1-48.
4. Abdel Ati, H. B. (2011). Students' participation in online discussion forums and their perceptions regarding its use in support of the study of an information and educational technology course. Journal of the Egyptian Association for Educational Technology, 21 (4), Egypt, 163-214, retrieved from: https://search.mand umah.com/Record/623205
5. Zaytoon, H. H. (2003). Teaching Strategies: A contemporary view of teaching and learning methods. Cairo: Alam Al-Kotob.
6. Hassanin, H. A. Al-Shahri, M. (2016). The effectiveness of using the electronic formative assessment in reducing test anxiety and motivations for academic achievement of the student teacher of mathematics at the University of Najran. Journal of Mathematics Education, 19 (7). Egypt.
7. Abdel Aziz, H. A. (2008). E-learning: philosophy - principles - tools - applications. Amman: Dar Al Fikr.
8. Ramod, R. A. (2013). The interaction between the level of feedback (detailed, brief) and the timing of its presentation in electronic courses and its impact on achievement and development of visual thinking among students of the College of Education. Journal of Education Technology, 23 (4), Egypt, 71-113, retrieved from: http://search.mand umah.com/Record/699757
9. Ahmed, R. A. (2017). The effect of the interaction between the level of feedback provision (corrective - explanatory) and the learning style (superficial - deep) in personal learning environments on academic achievement and learning efficiency of students of learning technology. Educational Technology - Studies and Research, 31, Arab Association for Educational Technology, Cairo University, 253-306, retrieved from: http://search.mand umah.com/Record/844446
10. Mary, S. M. (2014). The effectiveness of a multi-media computer program based on the different type of feedback in providing advocates with persuasive communication skills. Journal of Education for Educational, Psychological and Social Research, 157 (3), Egypt, 329-374, retrieved from: http://search.mand umah.com/Record/649823
11. Desouky, st. M. and Abdul-Muttalib, S. A. (2009). The effectiveness of an educational program in the light of the theory of multiple intelligences on academic achievement and self-efficacy in mathematics for sixth-grade students who have difficulties learning mathematics. Faculty of Education Journal, 19 (80), Benha University, 110-154, retrieved from: https://search.mand umah.com/Record/45863
12. Allam, A. (2007). The Alternative Educational Evaluation: Its Theoretical And Methodological Foundations And Its Field Applications. Cairo: Arab Thought House.
13. Ismail, G. G. (2009). E-learning from application to professionalism and quality. Cairo: Alam Al-Kotob for Publishing and Distribution.
14. Ismail, G. G. (2012). E-courses: design - production - dissemination - implementation - evaluation. Cairo: Alam Al-Kotob for Publishing and Distribution.
15. Fahim, M. F. (2005). The School of the Future and the Fields of Distance Education: Using the Internet in Schools and Universities, and Educating Adults, Cairo: Dar Al Fikr Al Arabi.
16. Zaitoon, K. A. (2008). Designing educational programs with constructivism thinking: intellectual establishment ... and Empirical research. Cairo: Alam Al-Kotob .
17. Abdel Hamid, M. (2013). Scientific research in educational technology. Cairo: Alam Al-Kotob .
18. Saudi, M. M. Kh. Al-Bassiouni, M. M. (2003). The effect of the interaction of both self-activity and feedback on academic achievement of a sample of students of the Faculty of Education, Al-Azhar University, Journal of the Faculty of Education, 114 (1), Al-Azhar University, 179-2017, retrieved from: https://search.mand umah.com/Record / 229592
19. Siraj Al-Din, M. S. and Jafar, D. A. (2017). The difference in the source of the feedback in the electronic social networks and its effect on the development of the skills performance of the students of home economics According to knitting tools and machines. Arab Research Journal in the Fields of Specific Education, 7, Arab Educators Association, 101-35, retrieved from: https://search.mand umah.com/Record/827420
20. Abdul-Sami ', M. Jameh, H. and Abdul-Maqsoud, M. Abu Rayyah. W. (2014). The impact of the electronic constructive evaluation environment based on the peer-to-peer feedback delivery pattern on acquiring programming skills and motivation towards learning. Educational Technology - Studies and Research, The Arab Association for Educational Technology, Cairo University, Egypt, 199-231, retrieved from: http://search.mand umah.com/Record/788555
21. Abu Ghazal, M. (2007). Theories of human development and their educational applications. (2nd ed.), Amman: Al Masirah House.
22. Mobarez, M. (2014). The difference in the type of performance-based evaluation in the project-based learning strategy on the web and its impact on the development of problem-solving skills and the power of cognitive control in the computer and information technology course among middle school students. Journal of Education Technology, 24 (1), Egyptian Association for Educational Technology, Egypt, 239-279, retrieved from: http://search.mand umah.com/Record/699789
23. Mobarez, M. (2014). Types of corrective feedback in a blended learning environment and their impact on learning efficiency and need for knowledge among postgraduate students. Educational Technology Journal, 24 (4), Egyptian Association for Educational Technology, 147-210, retrieved from: http://search.mand umah.com/Record/699853
24. Azmi, N. A. (2014). E-learning technology. (2nd ed.), Cairo: Dar Al Fikr Al Arabi.
25. Azmi, N. C. Al-Mouradani, M. M. (2009). The effect of the interaction between the timing of providing visual feedback within the educational web pages and the cognitive style of elementary school students on cognitive achievement and the trend towards learning from educational websites. Journal of Education Technology, 19 (3), Egyptian Society for Technology, 161-205, Education. : http://search.mand umah.com/Record/80949
26. Muhammad, H. H. (2017). The use of the Edmodo platform in developing self-organized learning skills and the trend towards employing it in teaching social studies to students of the General Diploma in the Faculty of Education. The Journal of the Educational Association for Social Studies, 90, Ain Shams University, Faculty of Education, 99-139, retrieved from: http: //search.mand umah.com/Record/834309
27. Al-Halfawi, W. s. Al-Atifi, M. A. Zaki, M. (2017). A proposed model for an art platform via the web and measuring its effectiveness in developing creative thinking among student teachers in art education. The Fourth Arabic and Second International Scientific Conference: Quality Education - Present Challenges and Visions of the Future, Ain Shams University, Faculty of Specific Education, Volume 3, 597-634, retrieved from https://search.mand umah.com/Record/868200
Ahea, M. (2016). The Value and Effectiveness of Feedback in Improving Students' Learning and Professionalizing Teaching in Higher Education. Journal of Education and Practice, 7(16), 38-41, retrieved from: https://files.eric.ed.gov/fulltext/EJ1105282.pdf
Akbar, F. S. (2017). Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication, Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 17(2), 9-27, retrieved from: https://files.eric.ed.gov/fulltext/EJ1176713.pdf.
Ali, Z. (2015). A Case Study of Tertiary Students' Experiences Using Edmodo in Language Learning. International Journal of Language Education and Applied Linguistics retrieved from: http://journal.ump.edu.my/ijleal/article/view/462.
Al-Kathiri, F. (2015). Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges. English Language Teaching, 8(1), 189-204, retrieved from: https://files.eric.ed.gov/fulltext/EJ1075186.pdf.
Andersen, P. (2007). What is Web 2.0? Ideas, Technologies and implications for education, Bristol: JISC Technology and Standards Watch, 1(1), 1-64, retrieved from: http://21stcenturywalton.pbworks.com/f/What%20is%20Web%202.0.pdf.
Bada, S. O. & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70, retrieved from: https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1.pdf
Baleni, Z. G. (2015). Online formative assessment in higher education: Its pros and cons. Electronic Journal of e-Learning, 13(4), 228-236, retrieved from: https://files.eric.ed.gov/fulltext/EJ1062122.pdf.
Bandura, A. (2007). Much ado over a faulty conception of perceived self–efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641-658, retrieved from: http://www.uky.edu/~eushe2/Bandura/Bandura2007JSCP.pdf.
Benta, D.; Bologa, G. & Dzitac, I. (2014). E- Learning platforms in higher education. Case study, 2nd International Conference on Information Technology and Quantitative Management, ITQM, Procedia Computer Science, (31), 1170- 1176, retrieved from: https://www.sciencedirect.com/science/article/pii/S187705091400550X
Bender, T. (2012). Discussion-based online teaching to enhance student learning: Theory, practice and assessment. Stylus Publishing, LLC., 2nd ed, Canadian Journal of University Continuing Education, 40(1),1-3.
Bitchener, J., Young, S.& Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of second language writing, 14(3), 191-205, retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1060374305000366
Black, A. (2005). The use of asynchronous discussion: Creating a text of talk. Contemporary issues in Technology and teacher education, 5(1), 5-24, retrieved from: https://www.learntechlib.org/p/5993/
Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31, retrieved from: https://kclpure.kcl.ac.uk/portal/files/9119063/Black2009_Developing_the_theory_of_formative_assessment.pdf
Blees, I. & Rittberger, M.(2009). Web 2.0 learning environment: Concept, Implementation, Evaluation. PAU Education, European Institute for Prospective Technological Studies, eLearning papers, 15, retrieved from: https://core.ac.uk/download/pdf/33975871.pdf.
Boyd, G. M. (2013). Conversation theory. In Handbook of research on educational communications and technology. Routledge, 189-207, retrieved from: https://pdfs.semanticscholar.org/8209/bfd5343882a3796b2de8f44a310a56e47a30.pdf
Brookhart, S. M. (2017). How to give effective feedback to your students, second edition. ASCD, Alexandria, USA: Association for Supervision and Curriculum Development, retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/How-to-Give-Effective-Feedback-to-Your-Students-2nd-Edition-sample-chapters.pdf.
Capacho, J. (2017). Assessment of Student Learning in Virtual Spaces, Using Orders of Complexity in Levels of Thinking. Turkish Online Journal of Distance Education, 18(2),179-201, retrieved from: https://files.eric.ed.gov/fulltext/EJ1145321.pdf.
Chen, W. & Looi, C. K. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307-326, retrieved from: https://repository.nie.edu.sg/bitstream/10497/14280/1/AJET-23-3-307.pdf
Chuang, W. C. (2009). The effects of four different types of corrective feedback on EFL students’ writing in Taiwan. Dayeh University Bulletin, 4, 123-128, retrieved from: http://www.finchpark.com/courses/tkt/Unit_32/07.pdf.
Colace, F.; De Santo, M. & Vento, M. (2003). Evaluating on-line learning platforms: a case study. In 36th Annual Hawaii International Conference on System Sciences, Proceedings of the IEEE, retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.103.8445&rep=rep1&type=pdf.
Dagger, D.; O'Connor, A.; Lawless, S.; Walsh, E. & Wade, V. P. (2007). Service-oriented e-learning platforms: From monolithic systems to flexible services. IEEE Internet Computing, 11(3), 28-35, retrieved from: http://www.tara.tcd.ie/bitstream/handle/2262/27023/service+orientated+e-learning+platforms.pdf?sequence=1
DiCicco, K. M. (2016). The effects of Google Classroom on teaching social studies for students with learning disabilities, (Master’s Thesis), Department of Interdisciplinary and Inclusive Education, College of Education, Rowan University, retrieved from: https://rdw.rowan.edu/cgi/viewcontent.cgi?article=2583&context=etd
Dowling, S.(2011). Wed-based Learning: Moving from Learning Islands to Learning Environments. The Electronic Journal for English as a Second Language, 15(2), retrieved from: http://tesl-ej.org/pdf/ej58/int.pdf.
Downing, K. J.; Lam, T.; Kwong, T.; Downing, W. & Chan, S. (2007). Creating interaction in online learning: A case study, Journal Research in Learning Technology, Association for Learning Technology, 3 (15), 201–215, retrieved from: https://core.ac.uk/download/pdf/14125.pdf.
Drexhage, J., Leiss, D., Schmidt, T., & Ehmke, T. (2016). The connected classroom: Using video conferencing technology to enhance teacher training. Reflecting Education, 10(1), 70-88, retrieved from: https://pdfs.semanticscholar.org/43d8/a9dad78ee4ef4c48e47f81ce9d6f827e5598.pdf
Dudding, C. C. (2009). Digital videoconferencing: applications across the disciplines. Communication Disorders Quarterly, 30(3), 178-182, retrieved from: https://journals.sagepub.com/doi/abs/10.1177/1525740108327449
Enriquez, M. A. S. (2014). Students’ Perceptions on the Effectiveness of the Use of Edmodo as a Supplementary Tool for Learning. De La Salle University, Manila, Philippines, In DLSU Research Congress, 1-6, retrieved from: https://www.academia.edu/19779963/Students_Perceptions_on_the_Effectiveness_of_Using_Edmodo_in_EFL_Classes
Gikandi, J.W., Morrow, D. & Davis, N.E. (2011). Online Formative Assessment in Higher Education: A Review of the literature. Computers & Education, 57(4), 2333-2351, retrieved from: https://www.sciencedirect.com/science/article/pii/S0360131511001333
Gomes, B. & Gomes, R. (2011). Platforms to Support e-Learning in Higher Education Institutions. In 2nd International Conference on Education and Management Technology, 119-127, retrieved from: http://www.ipedr.com/vol13/24-T00040.pdf.
Gómez Zermeño, M. G., & Franco Gutiérrez, H. (2018).The use of educational platforms as teaching resource in mathematics. JOTSE: Journal of technology and science education, 8(1), 63-71, retrieved from: https://files.eric.ed.gov/fulltext/EJ1173800.pdf
Graddy, D. (2002). Rhetorical Approach to Assessing Online Discussion. In Society for Information Technology & Teacher Education International Conference, 173-174, Association for the Advancement of Computing in Education (AACE), retrieved from: https://www.learntechlib.org/p/6711/
Grant, M. M. & Mims, C.(2009). Web 2.0 in teacher education: Characteristics, implications and limitations. Wired for learning: An educators guide to Web, 2, 343-360, retrieved from: https://www.clifmims.com/documents/Web2.0-in-TchrEd.pdf
Greenberg, A. D. (2009). Mapping the latest research into video-based distance education. Wainhouse Research White Paper, retrieved from: https://www.broadconnect.ca/resource-centre/white-papers/other-solutions-collaboration/navigating-research-on-videoconferencing-based-distance-education.pdf
Harvey, Jasmin (2007). Effective decision making, The Chartered Institute of Management Accountants, United Kingdom, London, retrieved from: http://www.cimaglobal.com/Documents/ImportedDocuments/40_Effective_Decision_Making.pdf.
Hatziapostolou, T. & Paraskakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system, Electronic Journal of e-Learning, 8(2), 111-122, retrieved from: https://files.eric.ed.gov/fulltext/EJ895699.pdf.
Hellrung, K. & Hartig, J. (2013). Understanding and Using Feedback A review of empirical studies concerning feedback from external evaluations to teachers. Educational Research Review, 9, 174-190, retrieved from: https://www.sciencedirect.com/science/article/pii/S1747938X12000474.
Hmelo-Silver; C. E.; Duncan, R. G. & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational psychologist, 42(2), 99-107, retrieved from: https://www.tandfonline.com/doi/abs/10.1080/00461520701263368
Horton, W. & Horton, K. (2003). E-learning Tools and Technologies: A consumer's guide for trainers, teachers, educators, and instructional designers. John Wiley & Sons Publishing, Indiana, ISBN: 0471444588, 591-607.
Hsu, C. M. (2012). The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design. (IJACSA)International Journal of Advanced Computer Science and Applications, 3(4), 105-112, retrieved from: https://pdfs.semanticscholar.org/55f9/c9b9cc4cb688716a5e7c69aff2097b0af91d.pdf
Iftakhar, S. (2016). Google classroom: what works and how? Journal of Education and Social Sciences, 3(1), 12-18, retrieved from: http://jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
Karran, T.; Latomaa, T.; Pohjonen, J.; Ruotsalainen, M. & Pulkkinen, J. (2004). On-line assessment for e-learning: options and opportunities, Centre for Educational Research and Development, University of Lincoln, Lincoln retrieved from: http://eprints.lincoln.ac.uk/1610/1/OuluAssessmentChapterforRepository.pdf
Kartal, E. (2010). Feedback Processes in Multimedia Language Learning Software, French Language Teaching Department, Faculty of Education, Uludag University, Online Submission, 7(4), 53-65, retrieved from: https://files.eric.ed.gov/fulltext/ED509945.pdf.
Kats, Y. (Ed.). (2010). Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications: Tools and Applications. IGI Global, retrieved from: https://dl.acm.org/citation.cfm?id=1855320.
Khaneghah, R. N. (2016). The Efficiency of Different Types of Corrective Feedback on Vocabulary Development of Iranian English Learners: A Comparative Study. International Journal of Humanities and Cultural Studies (IJHCS), 1(1), 2524-2548, retrieved from: http://www.ijhcs.com/index.php/ijhcs/article/view/2248
Kumaran, V. S. (2015). Towards formative assessment of e-learners using concept map. International Journal of e-Education, e-Business, e-Management and e-Learning, 5(2), retrieved from: https://pdfs.semanticscholar.org/d7df/fc21d8627d37fdbff4a27684cd14e7cf6fc3.pdf
Lang , J.W. & Kersting, M.(2007). Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run? Instructional Science, 3 (35), 187–205, retrieved from: http://kersting-internet.de/pdf/Lang_Kersting_online_IS_2006.pdf
Leach, N. (2015). Social Development theory: a case for multilingual tutorials (Mlts) in law. The Independent Journal of Teaching and Learning, 10(1), 51-68, retrieved from: https://pdfs.semanticscholar.org/274f/48fe59d8b38e4cdc12eb157764afb70412bf.pdf
Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), retrieved from: https://eric.ed.gov/?id=EJ816957
Love, K. M.; Bahner, A. D.; Jones, L. N. & Nilsson, J. E. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38(3), 314, retrieved from: https://psycnet.apa.org/record/2007-07614-015
Luque, D.; López, F. J.; Marco-Pallares, J.; Càmara, E. & Rodríguez-Fornells, A. (2012). Feedback-related brain potential activity complies with basic assumptions of associative learning theory. Journal of cognitive neuroscience, 24(4), 794-808, retrieved from: http://diposit.ub.edu/dspace/bitstream/2445/65362/1/619265.pdf.
Lynch, R.; Seery, N. & Gordon, S. (2010). The formative value of peer feedback in project based assessment. In 3rd International Symposium for Engineering Education, University College Cork, Ireland, retrieved from: https://www.researchgate.net/publication/267551943_THE_FORMATIVE_VALUE_OF_PEER_FEEDBACK_IN_PROJECT_BASED_ASSESSMENT.
MacKnight, C. B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 23(4), 38-41, retrieved from: http://eac595b.pbworks.com/f/macknight+2000+questions[1].pdf
Marques, B. P.; Villate, J. E. & Vaz de Carvalho, C. (2015). A Proposal to Enhance the Use of Learning Platforms in Higher Education. International Association for Development of the Information Society, retrieved from: https://files.eric.ed.gov/fulltext/ED562470.pdf
Mohd Shaharanee, I. N.; Jamil, J.; Rodzi, M. & Syamimi, S. (2016). The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 5-8, retrieved from: https://core.ac.uk/download/pdf/78487287.pdf
Morscheck, M. (2010). The School Library and E-Learning Platforms. International Association of School Librarianship the 39Th Annual Conference, retrieved from: https://files.eric.ed.gov/fulltext/ED518508.pdf.
Mullikin, E. A.; Bakken, L. L. & Betz, N. E. (2007). Assessing research self-efficacy in physician-scientists: the clinical research appraisal inventory. Journal of Career Assessment, 15(3), 367-387, retrieved from: https://journals.sagepub.com/doi/abs/10.1177/1069072707301232.
Muslimah, A. (2018). A Survey on the Use of Google Classroom in English Language Education Department of Islamic University of Indonesia, Degree in English Language Education, Department of English Language Education, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia, retrieved from: https://dspace.uii.ac.id/handle/123456789/10932
Narciss, S.; Sosnovsky, S.; Schnaubert, L.; Andrès, E.; Eichelmann, A.; Goguadze, G. & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 56-76 retrieved from: https://www.sciencedirect.com/science/article/pii/S0360131513002662
Ng, W. K. & Kong, S. L. (2008). Training of distance education tutors at Wawasan Open University: One semester later. Quarterly Review of Distance Education, 9(1), 85-96, ISSN 1528-3518 retrieved from: https://www.learntechlib.org/p/106676/
Nicol, D. J. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice, Studies in higher education, 31(2), 199-218, retrieved from: http://www.psy.gla.ac.uk/~steve/rap/docs/nicol.dmd.pdf.
Nikolova, M.(2012). Characteristics and Forms of the Electronic Assessment of the Knowledge, Scientific Work at the Russian University, 51(6.2), retrieved from: http://conf.uni-ruse.bg/bg/docs/cp12/6.2/6.2-15.pdf.
Owen, L. (2016). The Impact of Feedback as Formative Assessment on Student Performance, International Journal of Teaching and Learning in Higher Education, 28(2), 168-175, retrieved from: https://files.eric.ed.gov/fulltext/EJ1111131.pdf.
Pachler, N.; Daly, C.; Mor, Y. & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54(3), 715-721, retrieved from: https://hal.archives-ouvertes.fr/file/index/docid/592754/filename/CAE_Feasst09.pdf
Palloff, R. M.& Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons, retrieved from: https://www.amazon.com/Building-Online-Learning-Communities-Strategies/dp/0787988251
Pangaro, P. (2017). Questions for conversation theory or conversation theory in one hour. Kybernetes, 46(9), 1578-1587, retrieved from: https://www.pangaro.com/published/Pangaro%E2%80%93Conversation_Theory_In_One_Hour-Kybernetes_2017.pdf
Roselli, T.; Rossano, V. & Di Bitonto, P. (2015). Digitally enhanced assessment in virtual learning environments, Journal of Visual Languages & Computing, 31, 252-259, retrieved from: https://pdfs.semanticscholar.org/0f7c/9a1ee3c64321c8b67554af66021893ffeca7.pdf
Peterson, C. (2004). Making interactivity count: Best practices in video conferencing. Journal of Interactive Learning Research, 15(1), 63-74, retrieved from: https://www.learntechlib.org/p/12786/
Piccoli, G.; Ahmad, R. & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS quarterly, 25(4), 401-426, retrieved from: https://www.jstor.org/stable/3250989
Race, P. (2014). The lecturer's toolkit: a practical guide to assessment, learning and teaching. Routledge, retrieved from: http://learningforte.com/wp-content/uploads/2015/08/Lectures-in-the-Digital-Age.pdf
Rop, K.V. & Bett, N. (2012). Video Conferencing and Its Appllcation in Distance Learning. Department of Telecommunication and Information Engineering, Jomo Kenyatta University of Agriculture and Technology, Department of Technology, University of Eastern Africa, Baraton, retrieved from: https://www.scribd.com/document/132216022/IP-BASED-SECURITY-ON-VIDEO-CONFERENCING
Scheeler, M. C.; McAfee, J. K.; Ruhl, K. L. & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher education and special education, 29(1), 12-25, retrieved from: https://journals.sagepub.com/doi/abs/10.1177/088840640602900103
Shute, V. J. (2008). Focus on formative feedback. Review of educational research. American Educational Research Association, 78(1), 153-189, retrieved from: http://projects.ict.usc.edu/dlxxi/materials/Sept2009/Research%20Readings/Shute%202008%20Focus%20on%20formative%20feedback.pdf
Skinner, E. (2009). Using community development theory to improve student engagement in online discussion: a case study. ALT-J, 17(2), 89-100, retrieved from: https://www.tandfonline.com/doi/full/10.1080/09687760902951599
Sorensen, P. (2008). Feedback and Assessment. Malaysian Journal of Distance Education, 10(2), 85-105, retrieved from: http://mjde.usm.my/vol10_2_2008.html.
Suhendi, A. (2018). Constructivist Learning Theory: The Contribution to Foreign Language Learning and Teaching. KnE Social Sciences, 87-95, retrieved from: https://www.researchgate.net/publication/324950046_Constructivist_Learning_Theory_The_Contribution_to_Foreign_Language_Learning_and_Teaching
Tayebi, V.; Tavakoli Ghoochani, H. & Armat, M. (2011). Student and teachers' point of view on feedback and related factors in clinical education at North Khorasan University of medical sciences. Journal of North Khorasan University of Medical Sciences, 3(1), 69-74.
Thien, P. C.; Le Van Phan, N. K. L.; Tho, Q. T.; Suhonen, J. & Sutinen, E. (2013). Applying Edmodo to serve an online distance learning system for undergraduate students in Nong Lam University, Vietnam, In Proceedings of the IETEC’13 Conference, retrieved from: https://www.researchgate.net/publication/260563663_Applying_Edmodo_to_serve_an_online_distance_learning_system_for_undergraduate_students_in_Nong_Lam_University_Vietnam
Vaccaro, N. (2009). The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students: Ex-post-facto, cross-sectional correlational investigation, University of Central Florida, http://etd.fcla.edu/CF/CFE0002511/Vaccaro_Nicole_200905_PhD.pdf
Vandewaetere, M.; Desmet, P. & Clarebout, G. (2011). The contribution of learner characteristics in the development of computer-based adaptive learning environments. Computers in Human Behavior, 27(1), 118-130 retrieved from: https://www.sciencedirect.com/science/article/pii/S0747563210002347
Van Dinther, M.; Dochy, F. & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational research review, 6(2), 95-108, retrieved from: https://www.sciencedirect.com/science/article/pii/S1747938X1000045X.
Weingardt, K.R. (2004). The Role of Instructional Design and Technology in the Dissemination of Empirically Supported.Mannual Based Therapies, Clinical Psychology: Science and Practice, 11(3), 313-331, retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1093/clipsy.bph087.
Wijesooriya, C.; Heales, J. & Clutterbuck, P. (2015). Forms of formative assessment in virtual learning environments. In Twenty-first Americas Conference on Information Systems, retrieved from: https://pdfs.semanticscholar.org/d7df/fc21d8627d37fdbff4a27684cd14e7cf6fc3.pdf
Williams, D.; Ma, Y.; Pedersen, S.& Prejean,L. (2009). Design of a Web-based System to Support Assessment in Virtual Environments for Learning (VEL), University of Louisiana at Lafayette, Texas A&M University Retrieved from: https://members.aect.org/pdf/Proceedings/proceedings09/2009/09_60.pdf
Woolley, H.; Bayliss, S.; Peters, M. & Thompson, T. (2015). What are the Features of Effective Feedback? Oxford Spires Academy Feedback Research Group, http://www.oxfordspiresacademy.org/download/documents/Feedback-project-presentation-for-research-champion-mtg-nov-2015.pdf
Working Paper on E-Learning Platforms (2017), 61st Meeting, 24-25 April, Washington D.C. (USA), International Working Group on Data Protectionin Tele communications, retrieved from: https://epic.org/IWG/workingpapers/e-learning-platforms.pdf
Yuste, R.; Alonso, L. & Blázquez, F. (2012). Synchronous Virtual Environments for e-Assessment in Higher Education, Scientific Journal of Media Education, ISSN: 1134-3478, 159-167, retrieved from: https://www.researchgate.net/publication/264890934_Synchronous_Virtual_Environments_for_e-Assessment_in_Higher_Education