• Aiken, R.M., Bessagnet, M. and Israel, J. (2005). Interaction and collaboration using an intelligent collaborative learning environment, Education and Information Technologies, 10:1/2, 65-80.
• Cretchley, P. (1999). An Argument for More Diversity in Early Undergraduate Mathematics Assessment, in W. Spunde, P. Cretchley, and R. Hubbard.(Eds.), The Challenge of Diversity: (Proceedings of the Delta- 99 Symposium on Undergraduate Mathematics), 75-80.
• Dillenbourg, P., Baker, M., Blaye, A., and O‟Malley, C. (1995) The evolution of research on collaborative learning. In Learning in Humans and Machine: Towards an Interdisciplinary Learning Science, E. Spada and P. Reiman, (eds), Elsevier, Oxford.
• Holliman, R. and Scanlon, E. (2006). Investigating cooperation and collaboration in near synchronous computer mediated conferences, Computers & Education, 46, 322-335.
• Kemp, M. and Kissane, B. (1995). Integrating technology into undergraduate mathematics. In Summers, L. (Ed), A Focus on Learning, p130-134. Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University, February 1995. Perth: Edith Cowan University.
• Lawson, D. (2002). Computer-aided assessment in mathematics: Panacea or propaganda? CAL-Laborate, 9 (October).
• Mallet, D. (2007). Authentic assessment for advanced undergraduate students, Australian and New Zealand Industrial and Applied Mathematics Journal, 47 pp.C524-- C540
• Pandey, T. (1990). Authentic mathematics assessment. Practical Assessment, Research & Evaluation, 2(1). Retrieved May 26, 2007 from http://PAREonline.net/getvn.asp?v=2&n=1
• Ramsden, P. (2003) Learning to Teach in Higher Education. 2nd edition, Routledge: London.
• Roschelle, J., and Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O‟Malley (Ed.), Computer supported collaborative learning. Berlin: Springer-Verlag.
• Wang, K.H., Wang, T.H., Wang, W. L. and Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning, Journal of Computer Assisted Learning, 22, 207– 217.

APA

Mallet, D. G. (2008). Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 143-151. https://doi.org/10.12973/ejmste/75314

Vancouver

Mallet DG. Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course. EURASIA J Math Sci Tech Ed. 2008;4(2):143-51. https://doi.org/10.12973/ejmste/75314

AMA

Mallet DG. Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course. EURASIA J Math Sci Tech Ed. 2008;4(2), 143-151. https://doi.org/10.12973/ejmste/75314

Chicago

Mallet, Dann G.. "Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course". Eurasia Journal of Mathematics, Science and Technology Education 2008 4 no. 2 (2008): 143-151. https://doi.org/10.12973/ejmste/75314

Harvard

Mallet, D. G. (2008). Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), pp. 143-151. https://doi.org/10.12973/ejmste/75314

MLA

Mallet, Dann G. "Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 2, 2008, pp. 143-151. https://doi.org/10.12973/ejmste/75314