Bibliography

AGU Career Center. (2018, January 26). Your weekly top 5: How to receive feedback effectively. Retrieved from https://blogs.agu.org/onthejob/2018/01/26/weekly-top-5-receive-feedback-effectively/

Algonquin College (n.d.). Lesson Plan Template. Retrieved from https://www.algonquincollege.com/profres/files/2013/11/Lesson-Plan-Template-Revised-A-Dec.pd

Allan, E. G., & Driscoll, D. L. (2014). The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development. Assessing Writing, 21, 37–55. https://doi.org/10.1016/j.asw.2014.03.001

Ally, M. (2019). Competency Profile of the Digital and Online Teacher in Future Education. The International Review of Research in Open and Distributed Learning, 20(2). http://www.irrodl.org/index.php/irrodl/article/view/4206/5017

Anderson, T. (2004). Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 273-294). Athabasca, AB. Athabasca University. Retrieved from https://auspace.athabascau.ca/bitstream/handle/2149/758/teaching_in_an_online.pdf?sequence=1&isAllowed=y

Anderson, D.M., & Haddad, C.J. (2005). Gender, voice and learning in online course environments. Journal of Asynchronous Learning Networks, 9(1), 3-14.

Apps, J. (1991). Mastering the Teaching of Adults. Malabar, FL: Krieger Publishing Co.

ASCB American Society for Cell Biology. (n.d.). Group Work. LSE Resources. Retrieved February 14, 2020, from https://lse.ascb.org/evidence-based-teaching-guides/group-work/

Baehr, C. (2012). Incorporating user appropriation, media richness, and collaborative knowledge sharing into blended e-learning training tutorial, in IEEE Transactions on Professional Communication, 55(2), pp. 175-184. doi: 10.1109/TPC.2012.2190346

Baker, R., Dee, T., Evans, B., & John, J. (2018). Bias in Online Classes: Evidence from aField Experiment (CEPA Working Paper No.18-03). Retrieved from https://cepa.stanford.edu/sites/default/files/wp18-03-201803.pdf

Bates, T. (2019, November 19). Results for 2019 survey of online learning in Canadian post-secondary institutions now available | Tony Bates. Retrieved December 1, 2019, from https://www.tonybates.ca/2019/11/19/results-for-2019-survey-of-online-learning-in-canadian-post-secondary-institutions-now-available/

Bates, A. W. (Tony). (2015). Teaching in a Digital Age. Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/

Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success San Francisco: Jossey-Bass.

BC Campus, L. + T. (n.d.). SCoPE: Self-Serve Open Educational Resources. FLO Courses. Retrieved February 14, 2020, from https://scope.bccampus.ca/course/index.php?categoryid=16

Belludi, N. (2008, February 20). Right attitudes ideas for impact. Retrieved from https://www.rightattitudes.com/2008/02/20/sandwich-feedback-technique/

Berry, S. (2017). Building community in online doctoral classrooms: Instructor practices that support community. Online Learning, 21(2). doi:10.24059/olj.v21i2.875

Blocher, J. M. (2005). Increasing learner interaction: using Jigsaw online. Educational Media International, 42:3, 269-278, DOI: 10.1080/09523980500161486

Bowman, L. (2012, January 25). Orientation to Online Learning: Preparing Students for Initial and Ongoing Success Across the Curriculum | Online Learning Consortium, Inc. https://secure.onlinelearningconsortium.org/node/425296

Brauer, M. (2014). An der Hochschule lehren: Praktische Ratschläge, Tricks und Lehrmethoden. Springer-Verlag.

Brinker, T. & Schumacher, E. M. (2014). Befähigen statt belehren. Neue Lehr-und Lernkultur an Hochschulen. Lehrkit für Hochschuldozierende. Arbeitsbuch und 66 Methodenkarten. Bern HEP Verlag.

Bryan, C., Clegg, K., & Clegg, K. (2019). Innovative Assessment in Higher Education : A Handbook for Academic Practitioners. Routledge. https://doi.org/10.4324/9780429506857

Butcher, C., Davies, C., Highton, M., Davies, C., & Highton, M. (2019). Designing Learning : From Module Outline to Effective Teaching. Routledge. https://doi.org/10.4324/9780429463822

Carr‐Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229–241. https://doi.org/10.1111/1467-8535.00154

Carver, B. W., Davis, R., Kelley, R. T., Obar, J. A., & Davis, L. L. (2012). Assigning Students to Edit Wikipedia: Four Case Studies. E-Learning and Digital Media, 9(3), 273–283. https://doi.org/10.2304/elea.2012.9.3.273

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author. Retrieved from http://udlguidelines.cast.org/more/downloads

Centre for Teaching Excellence (U of Waterloo). Exploring Your Teaching Philosophy: Sample Exercises. (2012, November 8). https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-development/enhancing-your-teaching/exploring-your-teaching-philosophy

Centre for Teaching and Educational Technologies, Royal Roads University. (2018, December 6). Maximize Moodle with Glossary. Retrieved from https://crossroads.royalroads.ca/news/maximize-moodle-glossary\

Centres, K. P. U. L., Page, C., & Vincent, A. (2018). Learning to Learn Online. Kwantlen Polytechnic University. https://kpu.pressbooks.pub/learningtolearnonline/

Colley, B. M., Bilics, A. R., & Lerch, C. M. (2012). Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching and Learning, 3(1), 1-19. Retrieved from https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/6906/5620

Conrad, R, M., & Donaldson, A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Contact North. (2018, June 4). Create an online learning community. Retrieved from https://www.youtube.com/watch?v=8_cospd1PFs

Exploring Your Teaching Philosophy: Sample Exercises. (2012, November 8). Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-development/enhancing-your-teaching/exploring-your-teaching-philosophy

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Davis, J. R. (1993). Better Teaching, More Learning: Strategies for Success in Postsecondary Settings. American Council on Education Series on Higher Education. Oryx Press, 4041 North Central at Indian School Road, Phoenix, AZ 85012-3397.

Dean, J. (n.d.). Hypothesis for Education. Hypothesis. Retrieved February 14, 2020, from https://web.hypothes.is/education/

Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111–124. https://doi.org/10.1080/07294360903244398

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Heath & Co Publishers.

Dhilla, S. J. (2017): The Role of Online Faculty in Supporting Successful Online Learning Enterprises: A Literature Review, Higher Education Politics & Economics. 3 (1). DOI: https://doi.org/10.32674/hepe.v3i1.12

Downes, S. (Oct 9, 2019). Summary of Presentation: Teaching and Learning in the Digital Age for Indigenous Learners Summary. Retrieved October 10, 2019

Dreamson, N. (2020). Critical Understandings of Digital Technology in Education. London: Routledge.

Egger, R & Merkt, M. (eds.) (2012), Lernwelt Universität. VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden GmbH. DOI 10.1007/978-3-531-18941-3_4.

Eidinger, A., & McCracken, K. (2019). Beyond The Lecture: Innovations in Teaching Canadian History. https://ecampusontario.pressbooks.pub/beyondlecture/

Ellis, R., & Goodyear, P. (2013). Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. Routledge.

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143

Fiehn, J., Spieß, S., Ceylan, F., Harteis, C., & Schworm, S. (2012). LehreProfi – Entwicklung und Einsatz eines Instruments zur Erfassung hochschuldidaktischer Kompetenz. In R. Egger & M. Merkt (Eds.), Lernwelt Universität: Entwicklung von Lehrkompetenz in der Hochschullehre (pp. 45–62). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-18941-3_4

Gannon, K. (2017, October 20). The Progressive Stack and Standing for Inclusive Teaching. The Tattooed Professor. http://www.thetattooedprof.com/2017/10/20/the-progressive-stack-and-standing-for-inclusive-teaching/

Gillett-Swan, J. (2017). The Challenges of Online Learning Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30.

Glazer, H. R., & Murphy, J. A. (2015). Optimizing success: A model for persistence in online education. American Journal of Distance Education, 29(2), 135–144.

Gumbo, M. T. (2016). Online learning experiences of students in the MEd in open and distance learning: A phenomenography of the dual university initiative [PhD Thesis].

Hara, N. (2000). Student Distress in a Web-Based Distance Education Course. Information, Communication & Society, 3(4), 557–579. https://doi.org/10.1080/13691180010002297

Harasim, L. (2017). Learning Theory and Online Technologies. London: Routledge. Chapter 7. Retrieved from https://www.taylorfrancis.com/books/9781315716831/chapters/10.4324/9781315716831-7

Hasinoff, A. (2018, August 22). Do You Trust Your Students? Hybrid Pedagogy. http://hybridpedagogy.org/do-you-trust-your-students/

HASTAC team. (2017, February 1). Structuring Equality: A Handbook for Student-Centered Learning and Teaching Practices. HASTAC. https://www.hastac.org/collections/structuring-equality-handbook-student-centered-learning-and-teaching-practices

Henard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions, 7–11.

Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). The development of an instrument to audit online units. In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.), Meeting at the Crossroads. Short Paper Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education. (pp. 263-270). Melbourne: Biomedical Multimedia Unit, The University of Melbourne. Retrieved fromhttp://www.ascilite.org/conferences/melbourne01/pdf/papers/herringtona.pdf

Hoffmann, S. G., & Kiehne, B. (2016). Ideen für die Hochschullehre. Universitätsverlag der TU Berlin. http://dx.doi.org/10.14279/depositonce-4916

Huang, X. & Hsiao, E.-L. (2012). Synchronous and Asynchronous Communication in an Online Environment: Faculty Experiences and Perceptions. Quarterly Review of Distance Education; Charlotte, 13(1), 15-30,49-50. Retrieved from https://search.proquest.com/docview/1034104731?accountid=12063

Ikahihifo, Tarah Brittany, “Self-Determination Theory and Student Emotional Engagement in Higher Education” (2019). Theses and Dissertations. 7373. https://scholarsarchive.byu.edu/etd/7373

Jhangiani, R. (podcast guest). Critical Open Pedagogy. (2018, October 11). Retrieved October 9, 2019, from Teaching in Higher Ed website: https://teachinginhighered.com/podcast/critical-open-pedagogy/

Jones, K. R. (2013). Developing and implementing a mandatory online student orientation. Online Learning, 17(1). https://doi.org/10.24059/olj.v17i1.312

Kalir, J. (2019). Open Web annotation as collaborative learning. First Monday, 24(6). doi: https://doi.org/10.5210/fm.v24i6.9318

Katopodis, C. (2019, October 28). A Welcoming Student-Centered Syllabus by Prof. Jill Grose-Fifer. HASTAC. https://www.hastac.org/blogs/ckatopodis/2019/10/28/welcoming-student-centered-syllabus-prof-jill-grose-fifer

Katopodis, C. (2019, October 7). Dr. Jenn Polish on Accessible Syllabus Design: Content, Assignments, Assessments, and More. HASTAC. https://www.hastac.org/blogs/ckatopodis/2019/10/07/dr-jenn-polish-accessible-syllabus-design-content-assignments

Katz, I. & Assor, A. (2007). When Choice Motivates and When It Does Not. Educational Psychology Review.19: 429. https://doi.org/10.1007/s10648-006-9027-y

Kelly, O. (2013). Orienting students to online learning: Going like a dream or still a nightmare? ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference.

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), 147–156. https://doi.org/10.1152/advan.00138.2015

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is “enhanced”and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36.

Ko, S. & Rossen, S. (2010). Online Teaching. A Practical Guide. Taylor and Francis. Read Chapter 12. Classroom Management. Special Issues, pp. 339 – 356.

Kozeoglu, S., & Bozkurt, A. (2019, August). elearn Magazine: How to Teach Online: An interview with Dr. Angel Pazurek. https://doi.org/10.1145/3343235. Retrieved November 6, 2019, from ELearn Magazine, an ACM Publication website: https://elearnmag.acm.org/archive.cfm?aid=3343235

Lalonde, C. (2019, November 22). More needs to be done to support teaching online in Canada. Retrieved December 1, 2019, from EdTech Factotum website: https://edtechfactotum.com/more-needs-to-be-done-to-support-teaching-online-in-canada/

Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge. https://doi.org/10.4324/9781315012940

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry- based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. Retrieved from https://journals.sagepub.com/doi/pdf/10.3102/0034654315627366

Lethbridge College. (n.d.). New Student Orientation for Online Learners. Retrieved January 28, 2020, from https://lethbridge.instructure.com/courses/14174

Liu, J. C., & Adams, A. (2017). Design of online student orientation with conceptual and procedural scaffolding. In Learning and Knowledge Analytics in Open Education (pp. 41–68). Springer.

Lu, J. & Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science,40(2), 257-275. Retrieved from https://link.springer.com/content/pdf/10.1007%2Fs11251-011-9177-2.pdf

Ludwig-hardman, S., & Dunlap, J. C. (2003). Learner Support Services for Online Students: Scaffolding for success. The International Review of Research in Open and Distributed Learning, 4(1). https://doi.org/10.19173/irrodl.v4i1.131

Mccombs, B. L., & Vakili, D. (2005). A Learner-Centered Framework for E-Learning.Teachers College Record, 107(8), 1582–1600.

McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1). https://doi.org/10.14742/ajet.1822

Meyer, P. D. H. (2016). Praxisbuch Meyer: UnterrichtsMethoden, 2 Bde., Bd.1, Theorieband (16. Auflage). Cornelsen.

Meyer, H. (2005): Was ist guter Unterricht. 2. Aufl., Berlin.

Moser, S., & Smith, P. (2015). Benefits of Synchronous Online Courses. Association Supporting Computer Users in Education (ASCUE). https://eric.ed.gov/?id=ED571270

Ní Shé, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., Eccles, S. (2019). Teaching online is different: critical perspectives from the literature. Dublin: Dublin City University. Doi: 10.5281/zenodo.3479402 Retrieved from https://openteach.ie/publications/

OCAD. (2015). Learning Web Accessibility. Resources | IDRC. https://courses.idrc.ocadu.ca/

Open Access Week—October 19—25, 2020 | Everywhere. (n.d.). Retrieved February 14, 2020, from http://www.openaccessweek.org/

O’Reilly, M., & Newton, D. (2002). Interaction online: Above and beyond requirements of assessment. https://doi.org/10.14742/ajet.1879

Orellana, A. (2006). Class Size and Interaction in Online Courses. Quarterly Review of Distance Education. 7(3), 229-248.

Oxford Learning Institute University of Oxford. (n.d.). Guidelines for giving and receiving feedback. Retrieved from https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/overview/rsv/Guidelines_for_giving_and_receiving_feedback.pdf

Palloff, R. M. & Pratt, K. (2013). Lessons from the virtual classrooms: The realities of online teaching. Jossey Bass: San Francisco.

Parkin, D. (2017). Leading Learning and Teaching in Higher Education. London: Routledge, https://doi-org.ezproxy.uleth.ca/10.4324/9780203817599

Portacio, A. (2016, December 12). The Power of Discussion Boards | Instructional Design @ USF. Retrieved February 14, 2020, from https://usfblogs.usfca.edu/usfid/2016/12/12/the-power-of-discussion-boards/#.XWVgSC0ZPs0

Pratt, R. M. & Palloff, K. (2003). Working with the Virtual Learner. Becoming Truly Learner-Focused: Best Practices in OL Teaching. Jossey-Bass Higher and Adult Education Series: San Francisco.

Race, P. (2020). The Lecturer’s Toolkit. London: Routledge.

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open.

Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466. Retrieved from https://ec.europa.eu/jrc/en/digcompedu

Reed, M. (n.d.). Subject and Course Guides: Introduction to Open Pedagogy: Home. Retrieved October 9, 2019, from https://libguides.uta.edu/openped/intro

Reis, R. (n.d.). Gender Considerations in Online Learning – Part 1 of 2 | Tomorrow’s Professor Postings. Retrieved February 14, 2020, from https://tomprof.stanford.edu/posting/1402

Richter, T. & Zelenkauskaite, A. (2014). Culture, gender and Technology-enhanced Learning: Female and Male Students’ Perceptions across Three Continents. International Conference e-Learning 2014.

Royal Roads University, Sc. B. C. (n.d.). Course: OER-Facilitating Learning Online-Fundamentals. Retrieved February 14, 2020, from https://oer.royalroads.ca/moodle/course/view.php?id=29

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Salmon, G. (n.d.). Five Stage Model. Gilly Salmon. Retrieved February 14, 2020, from https://www.gillysalmon.com/five-stage-model.html

Salyers, V., Carter, L., Carter, A., Myers, S., & Barrett, P. (2014). The search for meaningful e-learning at Canadian universities: A multi-institutional research study. The International Review of Research in Open and Distributed Learning, 15(6). https://doi.org/10.19173/irrodl.v15i6.1713

Scheitler, J. A. (2015). Orientation programs for online learning in community colleges and the impact on student self-efficacy. Northeastern University.

Smalkoski, K., Buturian, L., & Spicer, S. (2017, August 16). Using Digital Storytelling to Transform Learning. Retrieved from https://www.insidehighered.com/digital-learning/views/2017/08/16/using-digital-storytelling-transform-learning

Stavredes, T. (2011). Effective Online Teaching. Foundations and Strategies for Student Success. Jossey- Bass: San-Francisco.

Steed, M. (2019, Fall). Ed 4767 – Website for Ed 4767 course. https://ed4767steed.weebly.com/

Szczyrba, B. & Wunderlich, A. (2015). Lehre A – Z. Methoden. ZLE– Zentrum für Lehrentwicklung. Retrieved from https://www.th-koeln.de/mam/downloads/deutsch/hochschule/profil/lehre/steckbrief_methoden.pdf

Stahr, I. (2009). Academic Staff Development: Entwicklung von Lehrkompetenz. In R. Schneider, B. Szczyrba, U. Welbers & J. Wildt (Hrsg.), Wandel der Lehr- und Lernkulturen (S.70-87). Bielefeld: Bertelsmann.

Storytelling Overview from the First Nations Pedagogy Online Project. (n.d.). Retrieved February 14, 2020, from https://firstnationspedagogy.ca/storytelling.html

Taylor, J. M., Dunn, M., & Winn, S. K. (2015). Innovative orientation leads to improved success in online courses. Online Learning, 19(4), n4.

TeachThought Staff. (2019, May 30). 20 ways to provide effective feedback for learning. Retrieved from https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

Tomasek, T. (2009). Critical reading:using reading prompts to promote active engagement with text. International Journal of Teaching and Learning in Higher Education, 21(1),127-132. Retrieved from https://files.eric.ed.gov/fulltext/EJ896252.pdf

UBC, Distance Learning (n.d.). Online Learning Resources | Distance Learning. Retrieved February 14, 2020, from https://distancelearning.ubc.ca/students/online-learning-resources/

University of Guelph Open Ed. (n.d.). Best Practices for Teaching Online—UofG OpenEd. Retrieved February 14, 2020, from https://opened.uoguelph.ca/instructor-resources/Best-Practices-for-Teaching-Online

Wagstaff, S. (2015). Teaching with Technology. CC-BY 4.0 Retrieved from https://wisc.pb.unizin.org/teachingwithtech/

Watts, J. (2019). Assessing an Online Student Orientation: Impacts on Retention, Satisfaction, and Student Learning. Technical Communication Quarterly, 28(3), 254–270.

Watters, A. (2018, April 26). Teaching Machines, or How the Automation of Education Became “Personalized Learning.” Hack Education. http://hackeducation.com/2018/04/26/cuny-gc

Webler, W.D. (2003): Lehrkompetenz – über eine komplexe Kombination aus Wissen, Ethik, Handlungsfähigkeit und Praxisentwicklung. In: Welbers, U. (ed.): AHD – Hochschuldidaktische Aus- und Weiterbildung. Grundlagen – Handlungsformen – Kooperation. Bielefeld: WBV, S. 53-82.

Weilandt, J. (2020). EAP: Women in Wikipedia. Retrieved January 15, 2020, from https://kpu.pressbooks.pub/uofleap/

Weilandt, J., Connolly, H., & Lima, A. (2019, September 22). A Light on Teaching. Issuu. https://issuu.com/uoflteachincentre/docs/lightonteaching_2019-20_-_web

Weilandt, J. (2019). Digital Teaching and Learning at the UofL – Simple Book Publishing. https://pressbooks.library.ualberta.ca/digitalteachingandlearning/

Weimer, M. (2002). Learner-Centered Teaching. Five Key Changes to Practice. Jossey Bass: San Francisco.

Wiesenberg, F. (2004). Designing and co-facilitating online graduate classes: Reflections and recommendations. Canadian Journal of University Continuing Education, 30(2) pp. 39–57. Retrieved from https://journals.library.ualberta.ca/cjuce-rcepu/index.php/cjuce-rcepu/article/view/20065/15515

Wiki Education. (n.d.). Wiki Education. Retrieved February 14, 2020, from https://wikiedu.org/

Wiki Education Dashboard. (n.d.). Retrieved February 14, 2020, from https://dashboard.wikiedu.org/

Wiki Education Foundation. Case Studies, How instructors are teaching with Wikipedia (Wiki Education Foundation).pdf. (n.d.). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/File:Case_Studies,_How_instructors_are_teaching_with_Wikipedia_(Wiki_Education_Foundation).pdf

Wikipedia: Training/For educators/Resources. (2013). In Wikipedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Wikipedia:Training/For educators/Resources&oldid=557862048

Wilson, K. J.  et al. (2018). CBE—Life Sciences Education. The American Society for Cell Biology.  CC-BY-SA 3.0. Access the article here.

Zagoto, I. (2016). Collaborative Strategic Reading (CSR) for Better Reading Comprehension. Komposisi: Jurnal Pendidikan Bahasa, Sastra, Dan Seni, 17, 65. https://doi.org/10.24036/komposisi.v17i1.9647