Anthony, K., & Nagel, D. (2010). Therapy Online: A Practical Guide. https://doi.org/10.4135/9781849204354

Barnett, R. (2007) A Will To Learn. Being a Student in an Age of Uncertainty ( Maidenhead, Berkshire, Open University Press).

Batchelor, D. C. (2006). Vulnerable Voices: An examination of the concept of vulnerability in relation to student voice. Educational Philosophy and Theory, 38(6), 787–800. https://doi.org/10.1111/j.1469-5812.2006.00231.x

Bengtsen, S. S. E., & Mathiasen, H. (2014). Researching online supervision: The need for a "torn" methodology. Akademisk kvarter, 09, 198-210.

Bengtsen, S. S., & Jensen, G. S. (2015). Online supervision at the university—A comparative study of supervision on student assignments face-to-face and online. Tidsskriftet Læring Og Medier (LOM), 8(13). https://doi.org/10.7146/lom.v8i13.19381

Bengtsen, S. S. (2016). Doctoral supervision: organization and dialogue. Aarhus: Aarhus Universitetsforlag.

Bengtsen, S., & Nørgard, R. (2018). Didaktiske implikationer og principper ved global online inter-universitetsundervisning og hotseat tutorials. Kognition & Pædagogik, vol.(108.), pg. 68-83.

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: What the student does. McGraw-Hill.

Dalsgaard, C., Caviglia, F., Boie, M. A. K., Færgemann, H. M., & Thomsen, M. B. (2020). DIGITALE KOMPETENCER I GYMNASIET (Januar 2020-digital version). Center for Undervisningsudvikling og Digitale Medier, Aarhus Universitet.

Dysthe, O.& Samara, A.(Eds.).Forskningsveiledning på Master- og Doktorgradsnivå. Oslo: Abstrakt Forlag

Dysthe, O., Samara, A. & Westheim, K. (2006). Multivoiced supervisión of Master's students of alternative supervisión practices in higher education. Studies in Higher Education, 31(3), 299-318

Evans, A. M., & Krueger, J. I. (2009). The Psychology (and Economics) of Trust. Social and Personality Psychology Compass, 3(6), 1003–1017. https://doi.org/10.1111/j.1751-9004.2009.00232.x

Fenwick T. (2014) Futures for Community Engagement: A Sociomaterial Perspective. In: Gibbs P., Barnett R. (eds) Thinking about Higher Education. Springer, Cham

Friesen, N. (2011). The Lecture as a Transmedial Pedagogical Form: A Historical Analysis. Educational Researcher, 40(3), 95–102. https://doi.org/10.3102/0013189X11404603

Grant, B. M. (2010). Improvising together: The play of dialogue in humanities supervision. Arts and Humanities in Higher Education, 9(3), 271–288. https://doi.org/10.1177/1474022210379376

Goss, S., & Anthony, K. (2003). Technology in Counselling and Psychotherapy. https://doi.org/10.1007/978-0-230-50015-0

Horn, J. (2013). Signature pedagogy/powerful pedagogy: The Oxford tutorial system in the humanities. Arts and Humanities in Higher Education, 12(4), 350-366. doi:10.1177/1474022213483487

Iti. (2018, July 26). Difference Between Oral Communication and Written Communication (with Comparison Chart). Retrieved from https://keydifferences.com/difference-between-oral-communication-and-written-communication.html

Jones, D. (2014). Metacommunication. (n.d.). Retrieved from http://diana-jones.com/resources/articles/metacommunication/

Kress, G. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.

Kubicek, J., & Cockram, S. (2015). 5 gears: How to be present and productive when there’s never enough time. Wiley.

Levin, J. A., & Moore, J. A. (1977, 10). Dialogue-Games: Metacommunication Structures for Natural Language Interaction*. Cognitive Science, 1(4), 395-420. doi:10.1207/s15516709cog0104_2

Laurillard, D. (2013). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.

Paulsen, M., & Tække, J. (2018). Digitalt understøttet faglighed og almendannelse: bog 1: et overblik. Unge Pædagoger. Undervisning og medialisering, No. 124

Paulsen, M., & Tække, J. (2019). Digitalt understøttet faglighed og almendannelse: Bog 2: analyser og indblik. Unge Pædagoger. Undervisning og medialisering, No. 4

Salmon, G. (u.å.). Five Stage Model. Gilly Salmon. Hentet 2. februar 2020, fra https://www.gillysalmon.com/five-stage-model.html

Shields, C. M., & Edwards, M. M. (2005). Dialogue is Not Just Talk: A New Ground for Educational Leadership. Peter Lang.

Simpson, S., Knox, J., Mitchell, D., Ferguson, J., Brebner, J., & Brebner, E. (2003). A multidisciplinary approach to the treatment of eating disorders via videoconferencing in north-east Scotland. https://journals.sagepub.com/doi/10.1258/135763303322196286

Sternberg, R. J. (2010). WICS: A new model for school psychology. School Psychology International, 31(6), 599–616. https://doi.org/10.1177/0143034310386534

Suler, J. (2004). The Online Disinhibition Effect. Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society, 7, 321–326. https://doi.org/10.1089/1094931041291295

Thomsen, M. B., & Dalsgaard, C. (2020). Om Didak – DiDak. https://open-tdm.au.dk/blogs/didak/om-didak/

Timeline of communication technology. (2018, November 02). Retrieved from https://en.wikipedia.org/wiki/Timeline_of_communication_technology

Tække, J. (2020). Baggrund: Projektet Socio Media Education Eksperimentet. http://www.smee.dk/index.php/om-projektet-sme-e

Unge Pædagoger. (2016). Undervisningsfællesskaber og læringsnetværk i den digitale tidsalder. Unge Pædagoger. https://u-p.dk/vare/undervisningsfaellesskaber-laeringsnetvaerk-digitale-tidsalder/

van Manen, M., Adams, C (Eds.). (2011). Textorium. Phenomenology Online: A Resource for Phenomenological Inquiry. Retrieved from http://www.phenomenologyonline.com/sources/textorium/

What Do Synchronous And Asynchronous Mean? (n.d.). Retrieved from https://www.worldwidelearn.com/education-advisor/questions/synchronous-asynchronous-learning.php

Wenger, E., Lave, J. (2008). Situated learning: Legitimate peripheral participation (18th Ed.). New York: Cambridge University Press.