Profile: Issues in Teachers' Professional Development

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González, M. C. (2000). La habilidad de la lectura: sus implicaciones en la enseñanza del inglés como lengua extranjera o como segunda lengua [Reading skills: Implications for the teaching of English as a second or foreign language]. Retrieved from http://www.utp.edu.co/~chumanas/revistas/revistas/rev19/gonzalez.htm

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Hara, N., & Kling, R. (2003). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Turkish Online Journal of Distance Education, TOJDE, 4(2). Retrieved from http://tojde.anadolu.edu.tr/tojde10/articles/hara.htm

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Jeffrey, D., & Hadley, G. (2002). Balancing intuition with insight: Reflective teaching through diary studies. The Language Teacher Online, 26(5), 209-212.

Lopera, S. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. PROFILE Issues in Teachers’ Professional Development, 14(1), 79-89.

López, A., & Giraldo, M. C. (2011). The English reading strategies of two Colombian English preservice teachers. Íkala, Revista de Lenguaje y Cultura, 16(28), 45-76.

Mahecha, R., Urrego, S., & Lozano, E. (2011). Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies. PROFILE Issues in Teachers’ Professional Development, 13(2), 181-199.

Marcus, T. (2003). Communication, technology, and education: The role of the discussion group in asynchronic distance learning courses as a beneficial factor in the learning process (Unpublished master’s thesis). Bar-Ilan University, Ramat Gan, Israel.

Mejía, M., & Villegas, G. (2002). Campus bimodal: experiencia educativa que conjuga la presencialidad y la virtualidad [Bimodal campus: Educational experience that combines face-to-face and online teaching]. Bogotá, CO: ICFES.

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Muirhead, B. (2004). Encouraging interaction in online classes. International Journal of Instructional Technology and Distance Learning, 1(6). Retrieved from http://itdl.org/Journal/Jun_04/article07.htm

Muñoz, J. H., & González, A. (2010). Teaching reading comprehension in English in a distance web-based course: new roles for teachers. PROFILE Issues in Teachers’ Professional Development, 12(2), 69-85.

Murphy, P. (2007). Reading comprehension exercises online: The effects of feedback, proficiency, and interaction. Language Learning & Technology, 11(3), 107-129. Retrieved from http://llt.msu.edu/vol11num3/pdf/murphy.pdf

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O’Malley, J. (1999). Students perceptions of distance learning, online learning, and the traditional classroom. Online Journal of Distance Learning Administration, 2(4). Retrieved from http://www.westga.edu/~distance/omalley24.html

Osorno, J. A., & Lopera, S. (2012). Interaction in an EFL reading comprehension distance web-based course. Íkala, Revista de Lenguaje y Cultura, 17(1), 41-54.

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Paskey, J. (2001). A survey compares two Canadian MBA programs, one online and one traditional. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/A-Survey-Compares-2-Canadian/108330/

Poole, A. (2009). The reading strategies used by male and females Colombian university students. PROFILE Issues in Teachers’ Professional Development, 11(1), 29-40.

Quiroga, C. (2010). Promoting tenth graders’ reading comprehension of academic texts in the English class. PROFILE Issues in Teachers’ Professional Development, 12(2), 11-32.

Roblyer, M. D. (1999). Is choice important in distance learning? A study of student motives for taking internet-based courses at the high school and community college levels. Journal of Research on Computing in Education, 32(1), 157-171.

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Stern, B. (2004). A comparison of online and face-to-face instruction in an undergraduate foundations of American education course. Contemporary Issues in Technology and Teacher Education, 4(2), 196-213.

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Yin, R. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage Publications.