[1. Bayne, S. (2005). Deceit, desire and control: the identities of learners and teachers in cyberspace. In R. Land and S. Bayne (eds.), Education in Cyberspace, (pp. 21-41). Abingdon: RoutledgeFalmer.]Search in Google Scholar
[2. Beaudoin, M. (2002). Learning or lurking? Tracking the ‘invisible’ online student. In The Internet and Higher Education, 5(2), (pp.147-155).10.1016/S1096-7516(02)00086-6]Search in Google Scholar
[3. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: Open University Press.]Search in Google Scholar
[4. Blackboard (2013). Blackboard Collaborate. Available online at http://www.blackboard.com/Sites/International/EMEA/Platforms/Blackboard- Collaborate.html]Search in Google Scholar
[5. Conole, G.; Dyke, M.; Oliver, M.; Seale, J. (2004). Mapping pedagogy and tools for effective learning design. In Computers and Education, 43(1-2), (pp.17-33).10.1016/j.compedu.2003.12.018]Search in Google Scholar
[6. Dennen, V. (2008). Pedagogical lurking: Student engagement in non-posting discussion behaviour. In Computers in Human Behaviour, 24(4), (pp.1624-1633).10.1016/j.chb.2007.06.003]Search in Google Scholar
[7. Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. In Journal of Education and Work, 14(1), (pp.133-56).10.1080/13639080020028747]Search in Google Scholar
[8. Engeström, Y. (2007). From communities of practice to mycorrhizae. In J. Hughes; N. Jewson; L. Unwin (eds.), Communities of Practice: Critical Perspectives, (pp.41-54). London: Routledge.]Search in Google Scholar
[9. New Media Consortium (2012). Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.]Search in Google Scholar
[10. Jones, C. (2004). Networks and learning: communities, practices and the metaphor of networks. In Association for Learning Technology Journal, 12(1), (pp.81-93).10.3402/rlt.v12i2.11252]Search in Google Scholar
[11. Kennedy, G.; Gray, K.; Tse, J. (2008). ‘Net Generation’ medical students: technological experiences of pre-clinical and clinical students. In Medical Teacher, (30)1, (pp.10-16).10.1080/01421590701798737]Search in Google Scholar
[12. McKendree, J.; Stenning, K.; Mayes, T.; Lee, J. and Cox, R. (1998). Why observing a dialogue may benefit learning. In Journal of Computer Assisted Learning, 14(2), (pp.110-119).10.1046/j.1365-2729.1998.1420110.x]Search in Google Scholar
[13. Prensky, M. (2001). Digital Natives, Digital Immigrants. In On the Horizon, 9(5), (pp.1-6).]Search in Google Scholar
[14. Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.]Search in Google Scholar
[15. Seely Brown, J.; Collins, A.; Duguid, P. (1989). Situated Cognition and the Culture of Learning. In Educational Researcher, 18(1), (pp.32-42).]Search in Google Scholar
[16. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. In Educational Researcher, 27(2), (pp.4-13).10.3102/0013189X027002004]Search in Google Scholar
[17. Smith, D.; Middleton, D. (2013). ‘It needs to be better than face to face’: Introducing Elluminate into a social sciences distance learning programme. In Enhancing Learning and Teaching in the Social Sciences, 5(3), (pp.3-14).]Search in Google Scholar
[18. Smith, D.; Smith, K. (2013). Fifty shades of forums: the trouble with fantasy and dominance in asynchronous teaching and learning. In Proceedings of the UNISA Cambridge International Conference on Open, Distance and eLearning (University of South Africa), 2013.]Search in Google Scholar
[19. Thorpe, M. (2008). Effective online interaction: mapping course design to bridge from research to practice. In Australasian Journal of Educational Technology, 24(1), (pp. 57-72).10.14742/ajet.1230]Search in Google Scholar
[20. Webb, E.; Jones, A.; Barker, P. van Schaik, P. (2004). Using e-learning dialogues in higher education. In Innovations in Education and Teaching International, 41(1), (pp. 93-103). 10.1080/1470329032000172748]Search in Google Scholar