Bañados, E. (2006) A Blended Learning Pedagogical Model for Teaching and Learning EFL Successfully Through an Online Interactive Multimedia Environment. CALICO Journal, 23(3): 533–550.
Biggs, J. (1999) Teaching for quality learning at university. Buckingham: Society for Research into Higher Education and Open University Press.
Billet, S. (2001) Learning Throughout Working Life: interdependencies at work. Studies in Continuing Education, 23(1): 19–35.
Billet, S.Somerville, M. (2004) Transformations at Work: Identity and Learning. Studies in Continuing Education, 26(2): 309–326.
Compton, L. K. L. (2009) Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1): 73–99.
Conole, G.Dyke, M. (2004) What are the affordances of information and communication technologies? ALT-J, 12(2): 113–124.
Crook, C.Cluley, R. (2009) The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, Media and Technology, 34(3): 199–213.
Dörnyei, Z. (2009) The L2 Motivational Self System. In: Dörnyei, Z.Ushioda, E. (eds.) Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.
Engestörm, Y. (2000) Activity theory as a framework for analysing and redefining work. Ergonomics, 43(7): 960–974.
Ernest, P.Hopkins, J. (2006) Coordination and Teacher Development in an Online Learning Environment. CALICO Journal, 23(3): 551–568.
Freeman, R. (1997) Managing Open Systems. London: Kogan Page.
Goodfellow, R. (2007) Rethinking Educational Technologies in the Age of Social Media: from ‘tools for interaction’ to ‘sites of practice’. Keynote presentation for Echanger Pour Apprendre en Ligne (EPAL) conference, Université Stendhal, Grenoble, 9 June 2007. Available online at: http://w3.u-grenoble3.fr/epal/pdf/goodfellow.pdf (accessed 5 December 2007).
Hager, P.Hodkinson, P. (2009) Moving beyond the metaphor of transfer of learning. British Educational Research Journal, 35(4): 619–638.
Hampel, R.Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4): 311–326.
Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2): 173–188.
Kirkwood, A. (2003) Understanding independent learners’ use of media technology. Open Learning, 18(2): 155–175.
Kirkwood, A.Price, L. (2005) Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3): 257–274.
Kirkwood, A. (2008) Getting it from the Web: why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning, 24(5): 372–382.
Kubanyiova, M. (2009) Possible Selves in Language Teacher Development. In: Dörnyei, Z.Ushioda, E. (eds.), Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 314–332.
Lave, J.Wenger, E. (1991) Situated Practice: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lewis, T. (2006) When Teaching is Learning: A Personal Account of Learning to Teach Online. CALICO Journal, 23(3): 581–600.
Lockwood, F. (1995) Students’ perception of, and response to, formative and summative assessment material. In: Lockwood, F. (ed.), Open and Distance Learning Today. London: Routledge.
Mason, R. (1989) An evaluation of CoSy on an Open University course. In: Mason, R.Kaye, A. (eds.), Mindweave: Communication, Computers and Education. Oxford: Pergamon Press, 115–145.
Murday, K., Ushioda, E.Chenoweth, A. (2008) Learners’ and teachers’ perspectives on language learning. Computer Assisted Language Learning, 21(2): 125–142.
Robinson, B. (1998) A strategic perspective on staff development for open and distance learning. In: Latchem, C.Lockwood, F. (eds.), Staff Development in Open and Flexible Learning. London: Routledge, 33–44.
Rosell-Aguilar, F. (2007) Changing tutor roles in online tutorial support for Open Distance Learning through audio-graphic SCMC. JALT-CALL Journal, 3(1–2): 81–94.
Rosewell, J. P. (2009). Equitability and dominance in online forums: an ecological approach. Presentation delivered at CAL'09 Learning in digital worlds, 23–25 March 2009, Brighton, UK.
Salmon, G. (2003) E-moderating: The Key to Teaching and Learning Online, (2nd ed.). London and New York: RoutledgeFalmer.
Scida, E.Saury, R. (2006) Hybrid Courses and Their Impact on Student and Classroom Performance: A Case Study at the University of Virginia. CALICO Journal, 23(3): 517–531.
Tait, J. (2002) From Competence to Excellence: a systems view of staff development for part-time tutors at a distance. Open Learning, 17(2): 153–166.
Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
White, C.Ding, A. (2009) Identity and Self in E-Language Teaching. In: Dörnyei, Z.Ushioda, E. (eds.), Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 333–349.
Wiebe, G.Kabata, K. (2010) Students’ and instructors’ attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23(3): 221–234.