Anderson, T. (2016). Theories for learning with emerging technologies. Emerging technologies in distance education, 7(1), 7-23.
Bates-, T. (2016). Teaching in a digital age. University of British Columbia.
Berkvens, J., van den Akker, J., & Brugman, M. (2014). Addressing the quality challenge: Reflection on the post-2015 UNESCO EDUCATION AGENDA. National Commission for UNESCO, 1(2014), 1-30.
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157‒173.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31.
Boud, D., Keogh, R., & Walker, D. (2013). Promoting reflection in learning A modeli. Boundaries of adult learning, 1, 32-57.
Christiansen, I., Bertram, C., & Land, S. (2010). Understanding research. Pietermaritzburg: UKZN Faculty of
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. England: Routledge.
Creswell', J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Califonia: Sage.
Cuseo, J. (2007). Student success: Definition, outcomes, principles and practices. E-source for College Transitions, 4(5).
Dewey', J. (1933). How we think: A restatement of the reflective thinking to the educative process: Heath.
Espinoza-Herold, M., & Gonzalez-Carriedo, R. (2017). Issues in Latino education: Race, school culture, and the politics of academic success: Taylor & Francis.
Govender', N., & Govender-, D. (2014). Change of Science Teachers’ Use of Information and Communication
Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country.
Hoadley, U., & Jansen, J. (2013). Curriculum: Organizing knowledge for the classroom: Oxford University Press Southern Africa.
Hyland, A., Kennedy, D., & Ryan, N. (2006). Writing and Using Learning Outcomes: a Practical Guide. Bologna: European Higher Education Area (EHEA.
Jackson, E. A. (2017). Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular
comparison. Education and Information Technologies, 22(1), 177-193.
Khoza, S. (2017). Is this Moodle for personal, societal and/or professional space/s when students reflect? Paper presented at the Paper presented at the 12th International Conference on E-Learning (ICEL), The Central University of Florida, Orlando, USA.
Khoza, S., & Mpungose, C. (2017). Is the self, them or it come to rescue of turnit in Paper presented at the South Africa International Conference On Educational Technologies (SAICET), Pretoria.
McNiff, J. (2013). Action research: Principles and practices (3rd ed). New York: Routledge.
Msibi, T., & Mchunu, S. (2013). The knot of curriculum and teacher professionalism in post-apartheid South Africa. Education as Change, 17(1), 19-35.
Pedro, J. (2005). Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49-66.
Ramrathan, L. (2017). Educational Research: Key concepts. In L. Ramrathan, L. Le Grange, & P. Higgs (Eds.),
Education Studies: for Initial Teacher Development (pp. 403-418). Cape Town: Juta & Company (Pty) LTD.
Schön, D. (1983). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books.
Schubert, W. H. (2009). Currere and disciplinarity in curriculum studies: Possibilities for education research. Educational researcher, 38(2), 136-140.
Van Manen, M. (1991). Reflectivity and the pedagogical moment: the normativity of pedagogical thinking and acting 1. J. Curriculum Studies, 23(6), 507-536.
Waghid-, Y., & Davids, N. (2016). Educational Leadership as Action: Towards an Opening of Rhythm. South African Journal of Higher Education, 30(1), 123-137.
Zekpe, N., & Leach, L. (2010). Improving student engagement: Ten proposal for action. Active Learning in Higher Education, 11(3), 167-177.