___

• Anderson, T. ve Dron, J. (2011). Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80-97. Anderson, T. & Dron, J. (2012). Learning technology through three generation of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-learning. Retrieved from http://www.eurodl.org/index.php?p=current&sp=full&article=523 May 10, 2016. Atwell, G. (2007). Personal learning environments – the future of eLearning? eLearning Papers, 2(1), 1-8. Baldan, B. (2017). Lisans öğrencilerinin öz düzenlemeli öğrenme becerisi düzeyleri ve yükseköğretim programlarının öz düzenlemeli öğrenme becerisini desteklemedeki rolü (Yayımlanmamış yüksek lisans tezi). Eskişehir: Anadolu Üniversitesi. Bayraktar-Balkır, N. (2016). Effects of Synectics model on learners’ writing skills in tertiary level English class (Yayımlanmamış doktora tezi). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi. Bloom, B. S. (1974). Time and learning. American Psychologist, 29(9), 682-688. Bryce, T. ve MacMillan, K. (2005). Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the “at rest” condition in Physics. International Journal of Science Education, 27 (6), 737-763. Cohen, L. ve Magen-Nagar, N. (2016). Self-regulated learning and a sense of achievement in MOOCs among high school Science and Technology students. American Journal of Distance Education, 30(2), 68-79. Corso, R. ve Robinson, C. H. (2013). Enhancing creative thinking abilities through the use of social media. International Journal of Knowledge, Innovation and Entrepreneurship, 1(1-2), 92-105. Craft, A (2005). Creativity in Schools: Tensions and Dilemmas. Oxon, UK: Routledge. Cropley, A. J. (2001). Creativity in Education & Learning: A Guide for Teachers and Educatiors. Cornwall: Kogan Page. Çardak, Ç. S. (2016). Models of Teaching. C. Akdeniz (Ed.), Instructional Process and Concepts in Theory and Practice içinde, s. 5-56. Singapur: Springer. Çıray, F. (2010). İlköğretimde disiplinlerarası analoji tabanlı öğretimin öğrencilerin öğrenme düzeyleri üzerindeki etkisi (Yayımlanmamış yüksek lisans tezi). Eskişehir: Anadolu Üniversitesi Dell’Olio, J. M. ve Donk, T. (2007). Models of Teaching: Connecting student learning with standards. Thousand Oaks, CA: Sage. Egan, K. ve Judson, G (2009). Values and imagination in teaching: with a special focus on social studies. Educational Philosophy & Theory, 41 (2), 126-140. Ekici, M. ve Kıyıcı, M. (2012). Sosyal ağların eğitim bağlamında kullanımı. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5 (2). 156-167. Ercan, S. (2010). Fen öğretiminde yaratıcı düşünme tekniklerinden sinektik kullanımına yönelik bir eylem araştırması (Yayımlanmamış yüksek lisans tezi). Sakarya: Sakarya Üniversitesi. Erişti, B. ve Polat, M. (2017). The Effectiveness of Synectics instructional model on foreign language vocabulary teaching. International Journal of Languages’ Education and Teaching, 5(2), 59-76. Garrison, D.R. ve Anderson, T. (2003). E-learning in the 21st Century: A framework for Research and Practice. New York, Routledge. Garrison, R., Anderson, T., ve Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87–105. Gentner, D. (2002). Analogy in scientific discovery: The case of Johannes Kepler. L. Magnani ve N. J. Nersessian (Ed.), Model-based reasoning: Science, technology, values içinde (s. 21–39). Mahwah, NJ: Erlbaum. Glynn, S. M. (2007). Methods and strategies: The teaching-with-analogies model. Science and Children, 44 (8), 52-55. Gordon, W. J. J. (1961). Synectics: The Development of Creative Capacity. New York: Harper and Brothers. Gunter, M. A., Estes, T. H. ve Schwap, J. (2003). Instruction: A Models Approach (Dördüncü Baskı). Boston: Allyn and Bacon. Gülbahar, Y., Kalelioğlu, F. ve Madran, R. O. (2010). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye'de İnternet Konferansı, İstanbul: İstanbul Teknik Üniversitesi. Harpaz-Itay, Y., Kaniel, S. ve Ben-Amram, E. (2006). Analogy construction versus analogy solution, and their influence on transfer. Learning and Instruction, 16, 583-591. Holyoak, K. J. ve Thagard, P. (1996). Mental Leaps: Analogy in Creative Thought. Massachusetts: MIT Press. Hunter, D. (2004). Teaching and using analogy in law. Journal of the Association of Legal Writing Directors, 2, 151-168. Joyce, B., Weil, M. ve Calhoun, E. (2004). Models of Teaching (Yedinci Baskı). Boston: Allyn and Bacon. Kao, C. (2016). Analogy’s straddling of analytical and creative thinking and relationships to big five factors of personality. Thinking Skills and Creativity, 19, 26-37. Marzano, R. J., Pickering, D. J. ve Pollock, J. E. (2001). Classroom instruction that works. Virginia: Association for Supervision and Curriculum Development. Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (İkinci Baskı). Thousand Oaks, CA: Sage. Muntean, C. I. (2011). Raising engagement in e-learning through gamification. The 6th International Conference on Virtual Learning ICVL 2012 (s. 323–329). Piirto, J. (2011). Creativity for 21st Century Skills: How to Embed Creativity into the Curriculum. Rotterdam: Sense Publishers. Rajput, A. (2013). Effıcacy of synectics model of teaching in enhancing problem solving ability, teaching skills and creativity of pupil teachers (Yayımlanmamış doktora tezi). Hindistan: Deemed University. Resnick, M., Myers, B., Nakakoji, K., Shneiderman, B., Pausch, R., Selker, T. ve Eisenberg, M. (2005). Design principles for tools to support creative thinking. Carnegie Mellon University Institute for Software Research, School of Computer Science. Sarsar, F., Başbay, M. ve Başbay, A. (2015). Öğrenme-öğretme sürecinde sosyal medya kullanımı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 418-431. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1), 1-8. Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. AECT Instructional Technology Community Presented to ITFORUM for Discussion. http://www.ingedewaard.net/papers/connectivism/2008_siemens_Learning_Knowing_in_Networks_changingRolesForEducatorsAndDesigners.pdf adresinden 26 Mayıs 2017 tarihinde erişilmiştir. Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? R. McGreal, W. Kinuthis, S. Marshall ve T. McNamara (ed.), Commonwealth of learning, Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice içinde s. 5-15. Taneja, S. ve Goel, A. (2014). MOOC providers and their strategies. International Journal of Computer Science and Mobile Computing, 3, 222–228. Theodotou, E. ve Papastathopoulos, A. (2015). Creativity in the era of social networking: A case study at tertiary education in the Greek context. 1st International Conference on Advanced in Intelligent Systems and Computing, Cilt 407:141-149. Toğay, A., Akdur, T. E., Yetişken, İ. C. ve Bilici, A. (2013). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. Akademik Bilişim Konferansı, Antalya: Akdeniz Üniversitesi. Tumanger, M. ve Ernidawati, T. (2012). The application of synectics model to improve students’ speaking ability in senior high school. TRANSFORM Journal of English Language Teaching and Learning of FBS UNIMED, 1(2). Turney, P. D. (2008). A uniform approach to analogies, synonyms, antonyms and associations. National Research Council of Canada, Proceedings of the 22nd International Conference on Computational Linguistics (Coling 2008), 905- 912. Walker, J. (2009) A PESA Story. Educational Philosophy and Theory, 41(7), 752-756. Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Geliştirilmiş Beşinci Baskı). Ankara: Seçkin.
• Zaidieh, A. J. Y. (2012). The use of social networking in education: Challenges and opportunities. World of Computer Science and Information Technology Journal, 2 (1), 18-21.