Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175.

Bellanca, J. A. (Ed.). (2010). 21st century Skills: Rethinking how students learn. Solution Tree Press.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation. Innovating to learn, learning to innovate, 67-87.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.

Bruner, J. S. (2009). The process of education. Harvard University Press.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.

Darling-Hammond, L. (2010). New policies for 21st century demands. 21st century skills: Rethinking how students learn, 33-49.

Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., ... & Tilson, J. L. (2015). Powerful learning: What we know about teaching for understanding. John Wiley & Sons.

Dede, C. (2010). Comparing frameworks for 21st century Skills. 21st century Skills: Rethinking how students learn, 20, 51-76.

Dewey, J. (1938). Experiential education. New York: Collier.

Downes, S. (2005). Feature: E-learning 2.0. Elearn magazine, 2005(10), 1.

Fink, L. D. (2003). Creating significant learning experiences.

Florida, R. (2014). The Rise of the Creative Class Revisited: Revised and Expanded. Basic books.

Fogarty, R., & Pete, B. M. (2010). The Singapore vision: Teach less, learn more. 21st century skills: Rethinking how students learn, 97-116.

Frydenberg, J. (2002). Quality standards in eLearning: A matrix of analysis. The International Review of Research in Open and Distributed Learning, 3(2).

Gardner, H. (2006). Five minds for the future. Harvard Business Press.

Guerriero, S. (ed) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, OECD Publishing, Paris.

Hanna, D., David, I., & Francisco, B. (Eds.). (2010). The nature of learning: Using research to inspire practice. OECD Publishing.

Heidegger, M. (1996). Being and time: A translation of Sein und Zeit. Suny Press.

Herrington, J. (2006). Authentic learning environments in higher education. IGI Global.

Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. In world conference on e-learning in corporate, government, healthcare, and higher education (Vol. 2006, No. 1, pp. 3164-3173).

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48.

Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australasian Journal of Educational Technology, 19(1).

Herrington, J., Reeves, T. C., & Oliver, R. (2010). A practical guide to authentic e-learning. Routledge.

Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction (TOCHI), 7(2), 174-196.

Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In Designing environments for constructive learning (pp. 87-108). Springer Berlin Heidelberg.

Hendriks, P. (1999). Why share knowledge? The influence of ICT on the motivation for knowledge sharing. Knowledge and process management, 6(2), 91-100.

Hew, K. F., Liu, S., Martinez, R., Bonk, C., & Lee, J. Y. (2004). Online Education Evaluation: What Should We Evaluate?. Association for Educational Communications and Technology.

Hill, P. (2014). Online educational delivery models: A descriptive view.

Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources.Open Learning, 25(1), 37-44.

Hoadley, C., & Van Haneghan, J. (2011). The Learning Sciences: Where they came from and what it means for instructional designers. Trends and Issues in Instructional Design and Technology (3rd ed., pp. 53-63). New York: Pearson.

Hokanson, B. (2010) Design beyond content: Changing the focus of educational technology; an examination of the role or the anti-role of content in educational technology.

Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In Designing environments for constructive learning (pp. 87-108). Springer Berlin Heidelberg.

Hung, D., & Khine, M. S. (Eds.). (2006). Engaged learning with emerging technologies. Springer.

Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm?. Educational technology research and development, 39(3), 5-14.

Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Prentice Hall.

Jonassen, D. H., & Strobel, J. (2006). Modeling for meaningful learning. In Engaged learning with emerging technologies (pp. 1-27). Springer Netherlands.

Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. Context and consciousness: Activity theory and human-computer interaction, 17-44.

Laurillard, D. (2002). Rethinking teaching for the knowledge society. EDUCAUSE review, 37(1), 16-24.

Laurillard, D. (2012). Teaching as a design science. building pedagogical patterns for learning and technology.

Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.

Lima, M. (2013). Visual complexity: mapping patterns of information. Princeton Architectural Press.

Lima, M. (2014). The book of trees: visualizing branches of knowledge. Princeton Architectural Press.

Lima, M. (2017). The Book of circles: Visualizing spheres of knowledge. Chronicle Books.

Marzano, R. J., & Kendall, J. S. (Eds.). (2008). Designing and assessing educational objectives: Applying the new taxonomy. Corwin Press.

McAfee, A., & Brynjolfsson, E. (2014). The Second Machine Age. Work, Progress, and prosperity in time of brilliant technologies. New York: WW Norton & Company.

McNeely, I. F., & Wolverton, L. (2008). Reinventing knowledge: from Alexandria to the Internet. WW Norton & Company.

Mishra, P. (2012). Rethinking technology & creativity in the 21st century: Crayons are the future. TechTrends, 56(5), 13-16.

Mishra, P., Koehler, M. J., & Henriksen, D. (2010). The 7 transdisciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 51(2), 22-28.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

Monroe, R. M. Literature Review Online Education: Evaluation and Quality. Manuscript Submissions, 23.

Morin, E. (2002). Seven complex lessons in education for the future. Unesco.

Nicolescu, B. (2002). Manifesto of transdisciplinarity. Suny Press.

Nielsen, M. (2012). Reinventing discovery: the new era of networked science. Princeton University Press.

OECD (2013), Innovative Learning Environments, Educational Research and Innovation, OECD Publishing.

Pence, H. E. (2013). When Will College Truly Leave the Building: If MOOCs Are the Answer, What Is the Question?. Journal of Educational Technology Systems, 41(1), 25-33.

Perrin, D.G. (2007). Content is King? International Journal of Technology & Distance Learning, 1-3.

Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. Penguin.

Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist, 31(2), 115-121.

Reeves, D. (2010). A framework for assessing 21st century skills. 21st century skills: Rethinking how students learn, 305-326.

Salomon, G. (2005). Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. Research in Learning Technology, 13(3).

Salomon, G. (1997). Distributed cognitions: Psychological and educational considerations. Cambridge University Press.

Sawyer, R. K. (2008). Optimising learning implications of learning sciences research. Innovating to learn, learning to innovate, 45.

Siemens, G. (2006). Knowing knowledge. Lulu. com.

Situated, I. R. T. (2000). Anchored instruction and its relationship to situated cognition. Psychology of Education: Pupils and learning, 2(5), 231.

Susskind, R., & Susskind, D. (2015). The future of the professions: How technology will transform the work of human experts. Oxford University Press, USA.

Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2012). Linking online course design and implementation to learning outcomes: A design experiment. The Internet and Higher Education, 15(2), 81-88.

The Quality Matters Higher Education Rubric. 2014.

Tennyson, R. D. (1994). The big wrench vs. integrated approaches: The great media debate. Educational Technology Research and Development, 42(3), 15-28.

The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 2-10.

Vockley, M. (2007). Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education System. Partnership for 21st Century Skills.

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.

Whitehead, A. N. (1959). The aims of education. Daedalus, 88(1), 192-205.