References
[1]. Andriessen, J. E. B., Baker, M., & Suthers, D. (Ed.) (2003). Arguing to learn. Confronting cognitions in computer-supported collaborative learning
environments. Dordrecht: Kluwer.
[2]. Baker, M. (2003). Computer-mediated argumentative interactions for the co-elaboration of scientific notions. In J. Andriessen, M. Baker. & D. Suthers (Ed.),
Arguing to learn: Confronting cognitions in computer supported collaborative learning environments (pp. 47-78). Dordrecht, NL: Kluwer.
[3]. Bell, R (2004). Promoting students' argument construction and collaborative debate in the science classroom. In M. C. Linn, E. A. Davis, & R Bell (Ed.),
Internet environments for science education (pp. 115-143). Mahwah, NJ: Erlbaum
[4]. Bandura, A. (1962). Social learning through imitation. In M. Jones (Ed.), Nebraska symposium on motivation (pp. 211 -269). Lincoln: University of Nebraska
Press.
[5]. Bianco, M. B., & Carr-Chellman, A. A. (2002). Exploring qualitative methodologies in online learning environments. The quarterly review of Distance
Education, Vol 3(3}, 2002,251-260
[6]. Borg, W. R., & Gall M. D. (1983). Chapter 12. The methods and tools of observational research, In Educational Research: An introduction (4th Edition).
Longman: New York.
[7]. Bowers, C. A. (1999). The paradox of technology: What's gained and lost? Thought and Action, 14,49-57
[8]. Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
[9]. Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic framework for assessing dialogic argumentation in online learning environments.
Educational Psychology Review (2007) 19,343-374.
[10]. Clift, R. T., Mullen, L., Levin, J., & Larson, A. (2001). Technologies in contexts: Implications for teacher education, Teaching and Teacher Education,
17,33-50.
[11]. Conrad, D. (2002). Inhibition, Integrity and etiquette among online learners: The art of niceness. Distance Education, Vol. 23, No. 2,2002,197-212.
[12]. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among the five traditions. Thousand Oaks: Sage Publication
[13]. Dahlan, Z., 8i Hussin, F. H. (2005). Inculcating Generic Skills Among Students at Universiti of Teknologi Malaysia City Campus through Technology Based
Osmosis Learning. Proceedings of the 2005 Regional Conference on Engineering Education December 12-13,2005, Johor, Malaysia.
[14]. Driver, R., Newton, R, & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-313.
[15]. Erikson, E. H. (1982). The life circle completed. New York: Norton.
[16]. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale: Erlbaum.
[17]. Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley: Sociology Press.
[18]. Glaser B. G. (1998). Doing Grounded Theory: Issues and Discussions. Sociology Press.
[19], Glaser, B. G., 8i Strauss, A. (1967). Discovery of Grounded Theory. Strategies for Qualitative Research. Sociology Press.
[20]. Glasersfeld, E. V. (1987). The Construction of Knowledge. Seaside: Intersystems Publications.
[21]. Hedrick, W. B., McGee, R, & Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching
and Teacher Education, 16( 1), January 2000,47-63.
[22]. Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australia journal of Educational
Technology, 79(1), 59-71.
23]. Hodder, I. (1994). The interpretation of documents and material culture. In N. K. Denzin 8c Y. S. Lincoln (Ed.). Handbook of Qualitative Research (pp.393-
402),Thousand Oaks: Sage Publications.
[24]. Hogan, K., Nastasi, B., & Pressley, M. (2000). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition
and Instruction, 77(4), 379-432.
[25]. Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33 (1), 27-
37.
[26]. Hussin, F. H. (2004). The osmosis project. Unpublished project paper submitted in partial fulfillment for the requirements of Masters in Instructional
Technology. University of Malaya: Kuala Lumpur
[27]. Hussin, F. H. (2005). The Osmosis Project a.k.a. Instructional Architecture: Case Studies Exploring an Alternative Framework for ICT-Based In-Situ
Learning. Seminar in Instructional Technology Research, University of Malaya, Kuala Lumpur
[28]. Hussin, F. H. (2006). ASK4HeLP: Acquisition of Skillsand Knowledge for Humanistic e-Learning Protocols. Invention & Innovation Malaysia Technology
Expo (MTE 2006) at Putra World Trade Centre, Kuala Lumpur.
[29]. Hussin, F. H., & Dahlan, Z. (2005). Alternative Framework for On-Job Immersion Action Research: Case Studies in Technology Based Osmosis Learning.
Proceedings Regional Conference on Engineering Education December 12-13. Universiti Teknologi Malaysia, Johor, Malaysia.
[30]. Hussin, F. H., Felder, R. M., & Brent, R. (2005). Coaching Meta-cognition: A comparative study of quantitative & qualitative longitudinal action research
case studies. Conference proceedings from Diversity for Excellence: Engaged Pedagogies 29-31 May 2006, Singapore
31]. Hussin, F. H., & Salleh, U. K. (2006). LeaP-FrOG: Learning Protocols for Free Online Group webs. Invention & Innovation Expo 2006 University Malaya.
University Malaya, Kuala Lumpur
[32]. Irlbecka, S., Kaysa, E., Jonesb, D., & Simsa, R. (2006). The Phoenix Rising: Emergent models of instructional design. Distance Education, 27(2), August
2006,171-185.
[33]. Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions For Adult And Continuing
Education, no. 100, Winter 2003,31-43.
[34]. Joiner, R., & Jones, S. (2003). The effects of communication medium on argumentation and the development of critical thinking. International Journal of
Educational Research, 39(8), 861 -971.
[35]. Ke, F. F., & Carr-Chellman, A. (2006). Solitary learner in online collaborative learning: A disappointing experience? The Quarterly Review of Distance
Education, Volume 7(3), 2006,249-265
[36]. Kim, M. C., & Hannafin, M. (2004). Designing online learning environments to support scientific inquiry. The Quarterly Review of Distance Education, 5(1),
1 -10.
[37]. Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15(3), 287-315.
[38]. Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
[39]. Leitao, S. (2000). The potential of argument in knowledge building. Human Development, 43,332-360.
[40], Lim, C. R (2004). Engaging learners in online learning environments. TechTrends, 48(4), 16-23.
[41]. Mann, S. J. (2005). Alienation in the learning environment: A failure of community? Studies in Higher Education, 30(1), February 2005,43-55,
[42]. Marohaini Yusoff (Ed) (2001a). Penyelldikan kualltatif: Pengalaman kerja lapangan kajlan. Kuala Lumpur: Penerbit University Malaya.
[43]. Marohaini Yusoff (2001b). Pertimbangan kritikal dalam pelaksanaan kajian kes secara kualitatif dim Marohaini Yusoff (Ed), Penyelldikan kualltatif:
Pengalaman kerja lapangan kajian (pp. 35-60). Kuala Lumpur: Penerbit University Malaya.
[44]. Marttunen, M., & Laurinen, L. (2001). Learning of argumentation skills in networked and face-to-face environments. Instructional Science, 29,127-
153.
[45]. Maslow, A. H. (1970). Motivations and personality (2nd Ed). New York: Harper & Row.
[46]. McLoughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2),
149-162.
[47]. McLoughlin, C. &Luca, J. (2002). A learner-centered approach to developing team skills through web-based learning and assessing. British Journal of
Educational Technology, 33(5), 571 -582.
[48]. Merriam, S. B. (1988). Case study research In education:Aqualitatlveapproach. California: Josey-Bass Inc.
[49]. Michalinos, Z., & Charalambos, V. (2007). Listening for silence in text-based, online encounters. Distance Education, 28(1), May 2007,5-24.
[50]. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks: Sage Publications.
[51]. Mishra, S. (2002). A design framework for onlinelearning environments. British Journal of Educational Technology, 33(4), 493-496.
[52]. Noble, D. F. (1998). Digital diploma mills: The automation of higher education. Online publication: http ://www. f irstmonday. org/issues/issue3_ 1
/noble/
[53]. Scardamalia, M., 8i Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
[54], Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers and
Education, 46(4), 349-370.
[55]. Sheard, J., 8i Lynch, J. (2003). Accommodating learner diversity in web-based learning environments: Imperatives for future developments. International
Journal of Computer Processing of Oriental Languages, 76(4), 243-260.
[56]. Spradley, J. R (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
[57], Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C. 8i Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments.
The American Journal of Distance Education, 19(2), 105-118,
[58]. Strauss, A. L., 8i Corbin, J. (1990). Basics of Qualitative Research. Grounded theory procedures and techniques. Newbury Park: Sage Publications.
[59]. Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-
49.
[60]. Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Saljd, C. Pontecorvo & B. Burge (Ed.),
Discourse, tools and reasoning: Essays on situated cognition (pp. 361 - 384). Berlin: Springer.
[61]. VanEekelen, I. M., Vermunt, J. D. & Boshuizen, H. RA. (2006). Exploring teachers' will to learn. Teaching and Teacher Education, 22(4), 408-423.
[62]. Veerman, A. L. (2003). Constructive discussions through electronic dialogue. In J. Andriessen, M. Baker, & D. Suthers (Ed.), Arguing to learn: Confronting
cognitions in computer-supported collaborative learning environments (pp. 117-143), Amsterdam: Kluwer.
[63]. Waldeck, J., Kearney R, &Plax, T. (2001). Teacher e- mail message strategies and students' willingness to communicate online. Journal of Applied
Communication Research, 29(1), February 2001,54-70.
[64]. Wanstreet, C. E. (2006). Interaction in online learning environments: A review of the literature. The Quarterly Review of Distance Education, Volume 7(4),
2006, 399- 411.
[65]. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81 (4), 470-481.
[66]. Williams, R. M. (1970). American Society: A sociological Interpretation (3rd Ed.). NewYork: Knopf.
[67]. Wolcott, H. F. (1987). On the ethnographic intent. In G. Spindler & L. Spindler, (Ed.). Interpretive ethnography of education at home and abroad (pp. 37-
57). Hillsdale: Lawrence Erlbaum Associate Publishers.
[68]. Woody, T. (1999). Academics rebel against an online future. Retrieved November 28, 2007, from Cable News Network, website:http://www.cnn.com/TECH/computing/9806/15/academics.idg/index.html