磨課師(巨型開放式線上課程)數位混合式教學對台灣高等教育外語學習之研究_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

論文基本資料
摘要
外文摘要
參考文獻

題名：	磨課師(巨型開放式線上課程)數位混合式教學對台灣高等教育外語學習之研究
作者：	沈珈煒
作者(外文)：	Chia-Wei Shen
校院名稱：	淡江大學
系所名稱：	英文學系博士班
指導教授：	王藹玲
學位類別：	博士
出版日期：	2015
主題關鍵詞：	混合式學習；遠距教學；巨型開放式線上課程；磨課師；線上學習；第二外語學習；自主學習；學習成效；協同學習；互動式學習；Blended Learning；Distance Learning；Massive Open Online Course (MOOC)；Online Learning；Second Language Learning；Active Learning；Autonomous Learning；Learning Effectiveness；Collaborative Learning；Interactive Learning
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:18

本研究旨在探討實施磨課師(巨型開放式線上課程)數位混成式教學於台灣高等教育外語學習之可行性，同時分析學生英語能力學習成效，學生意見滿意以及學生對於巨型開放式線上課程情形之探究，以供其他地區或學校未來在建構數位學習平台時之參考。本研究規劃為一年期的研究計畫，受試者為三十位台灣大學生，為區分教學方法與成效，受試者於第一學期接受數位混成式巨型開放式線上課程，第二學期接受傳統式教學法，除了應用多益模擬測驗得知學習成效外，更採用採用期末評量問卷調查表，凸顯對教學品質的重視。最後本研究以問卷及面談方式，啟動師生溝通，探測其解答。在質化與量化並重方式分析下，研究結果顯示，融合巨型開放式線上課程於數位混成式教學可有效提升學生學習滿意度與學生英語能力學習成效。受試者更指出，融合巨型開放式多元教學平台可有效增進師生互動及教學。此外，融合巨型開放式線上課程於數位混成式教學所提升的協作式學習能力，不僅提升學習的自主性更有效強化英語學習動機。從以上的研究結果發現，應用巨型開放式線上課程於混成式教學的學習方法大量結合新興科技的便利性，確實並有效協助學習者提高學習成效。

以文找文

The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction.
In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan.
This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective.
This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques.

以文找文

Abelson, H., & Long, P. D. (2008). MIT''s strategy for educational technology
innovation, 1999-2003. Proceedings of the IEEE, 96(6), 1012-1034.

Abdullah, M. H. (2001). Self-directed learning, Eric Digest, EDO-CS-01-10.
Retrieved from
http://www.education.com/reference/article/Ref_Self_Directed/

Adamopoulos P. (2013). "What Makes a Great MOOC? An Interdisciplinary Analysis
of Student Retention in Online Courses", ICIS 2013 Proceedings (2013) pp. 1–21

Adas, D., & Wafa, A. S. (2011). Students'' perceptions towards blended learning
Environment using the OCC. An - Najah Univ. J. Res. (Humanities), 25(6), 1682-1710.

Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0
technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71−80.

Akkoyunlu, B. & Soylu, M. Y. (2006). “A Study on Students'' Views About Blended
Learning Environment”. Turkish Online Journal of Distance Education-TOJDE, 7 (3)

Akkoyunlu, B., & Soylu, M. Y. (2008). A study of student''s perceptions in a blended
learning environment based son different learning styles. Educational Technology & Society, 11 (1), 183-193.

Akkoyunlu, B., & Yılmaz-Soylu, M. (2008). Development of a scale on learners'' views
on blended learning and its implementation process. The Internet and Higher Education, 11(1), 26 - 32.

Albalawi, A. & Badawi, M. (2008). Teachers'' Perception of E-learning at the University of Tabuk. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2434-2448).Chesapeake, VA:AACE.

Al Haddad, A. (2011). Too smart for school, too young for college. The National. Retrieved from http://www.thenational.ae/news/uae-news/too-smart-for-school-too-young-for-college

Allen, E., & Seaman, J. (2011). Going the distance: Online education in the United
States, 2011. Babson Survey Research Group.

Allen, I. E. & Seaman, J. (2006). Making the grade: Online education in the United
States, 2006. Needham, MA: Sloan Consortium.

Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United
States, 2008. Needham, MA: The Sloan Consortium.

Allen, E & Seaman, J. (2012). Conflicted: Faculty and online education, 2012. Needham, MA: Babson College Survey Research Group

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Allen, E & Seaman, J. (2014). Grade change: Tracking online education in the United
States. Needham, MA: Babson College Survey Research Group.

Ally, M. (2005). Foundations of educational theory for online learning [Electronic
version]. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning. Canada: Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/ch1.html

Al-Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended and
e-learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29., 220–234.

Alraimi, K. et al (2015). "Understanding the MOOCs continuance: The role of openness
and reputation". Computers & Education 80: 28–38.

Al-Shaer, Ibrahim (2011). Employing New Technology in English Language
Teaching/Learning at A-Quds Open University. Journal of Al-Quds Open University for Research and Studies, 24 (2), 1-50.

Anderson, T. (2001). The buzzword ''blended learning'' has real meaning.
The Central New York Business Journal, 15(46), 12. Retrieved from EBSCO Host.

Anderson, T. (2005). Toward a theory of online learning [Electronic version]. In T.
Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning. Canada: Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/ch2.html

Anderson, T. (2009). The dance of technology and pedagogy in self-paced instructions.
AU Space. Retrieved from
http://hdl.handle.net/2149/2210

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
IRRODL, 12(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890

Astin, A. W. (1985). Achieving educational excellence. San Francisco: JosseyBass.

Arabasz, P., Boggs, R., & Baker, M. B. (2003).Highlights of e-learning support
practices.Educause Center for Applied Research Bulletin, 2003(9), 1-11.

Arbaugh, J. B. (2004). Learning to learn online: A study of perceptual changes between multiple online course experiences. Internet and Higher Education, 7, 169-182

Arbaugh, J. B., & Hwang, A. (2006). Does ‘teaching presence’ exist in online MBA
courses? The Internet and Higher Education, 9(1), 9-21.

Archambault, L. (2008). Using TPACK as framework for understanding effective
online teaching. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5190-5195). Chesapeake, VA: AACE.

Ardito C. et. al. (2006). An approach to usability evaluations of e-learning applications,
Univ. Access Inf. Soc. 4, 270-283.

Arnold, N. & Ducate, L. (2006). Future foreign language teachers’ social and cognitive
collaboration in an online environment. Language Learning & Technology,
10(1),42-66.

Arroyo, C. (1992). What is the effect of extensive use of computers on the reading
achievement scores of seventh grade students? ERIC Document Reproduction Service No.ED353544.

Assinder, W. (1991). Peer teaching, peer learning: one model. ELT Journal, 45, 218 – 229

Ausburn, L.J. (2004). Course design elements most valued by adult learners in blended
online education environments: An American perspective Educational Media International, 41(4), 327-337.

Awan, R.-U., Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign
language classroom anxiety and its relationship with students'' achievement.
Journal of College Teaching & Learning, 7(11), 33-40. Retrieved from
http://journals.cluteonline.com/index.php/TLC

Awan, R.-U., Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign
language classroom anxiety and its relationship with students'' achievement.
Journal of College Teaching & Learning, 7(11), 33-40. Retrieved from
http://journals.cluteonline.com/index.php/TLC

Azizan, F.Z. (2010). Blended Learning in Higher Education Institution in Malaysia.
Proceedings of Regional Conference on Knowledge Integration in ICT.

Babb, S., Stewart, C., & Johnson, R. (2010). Constructing communication in blended
learning environments: Students'' perceptions of good practice in hybrid courses. MERLOT Journal of Online Learning and Teaching, 6(4), 735-753.
Retrieved from
http://jolt.merlot.org/vol6no4/babb_1210.htm

Bachman, L. F. (2000). Learner-directed assessment in ESL. In G. Ekbatani & H.
Pierson (Eds.), Learner-directed assessment in ESL (pp. ix-xii). New Jersey: Lawrence Erlbaum Associates, Inc.

Badawi, M.F. (2009). Using Blended Learning for Enhancing EFL Prospective
Teachers'' Pedagogical Knowledge and Performance. Conference paper: Learning & Language - The Spirit of the Age. Retrieved from
http://eric.ed.gov.

Baker, Colin (1992). Attitudes and Languages.Multilingual Matters, Clevedon.

Baker, C. (2010). The impact of instructor immediacy and presence for online student
affective learning, cognition, and motivation. The Journal of Educators Online,
7(1), 1-30. Retrieved from
http://www.thejeo.com/Archives/Volume7Number1/BakerPaper.pdf

Baldwin, R. G. (1998). Technology''s impact on faculty life and work. New Directions
for Teaching and Learning, 76 , 7-21.

Baldwin-Evans, K. (2006). Key steps to implementing a successful blended learning
strategy. Industrial and Commercial Training, 38(3), 156-163.

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning
EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.

Bandura, A. (2001). Social cognitive theory of mass communication. Mediapsychology,
3, 265- 299.

Banks, C. A. M., & Banks, J. A. (1993). Social studies teacher education, ethnic
diversity, and academic achievement. International Journal of Social Education, 7(3), 24-38.

Banks, J. (2001). From boring to “Blackboarding.”Building participation through VLE
group work. Retrieved from http://cebe.cf.ac.uk/learning/casestudies/case_pdf/jbanks.pdf

Baran, B. (2010), Facebook as a formal instructional environment. British Journal of
Educational Technology, 41, E146–E149.

Barbara M., Yukie T., Robert M., Marianna M., Marianne B., & Karla J (2010)
“Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and
Review of Online Learning Studies,” U.S. Department of Education.

Barcena, E., Read, T., Martin-Monje, E., & Castrillo, M. D. (2014). Analysing student participation in Foreign Language MOOCs: a case study. EMOOCs 2014:
European MOOCs Stakeholders Summit, 11-17.

Barnett, R. (2007). A will to learn: Being a student in an age of uncertainty. Open
Blom University Press.

Barone, C. (2001). Conditions for transformation: Infrastructure is not the issue.
Educause Review, 36(3), 41-47.

Barr, R. B., &Tagg, J. (1995). From teaching to learning--A new paradigm for
undergraduate education [Electronic version.] Change, 27(6).

Barseghian, T. (2011). Three trends that define the future of teaching and learning,
KQED. Retrieved from http://learningcircuits.org/2002/aug2002/valiathan.html.http://blogs.kqed.org/mindshift/2011/02/ three- trends-that-define-the-future-of-teaching-and-learning.

Bates, A. W. (1993). Theory and Practice in the Use of Technology in Distance
Education. H802 Block 4 Readings (2002), Open University, Milton Keynes, 213-233.

Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education:
Foundations for success. SanFrancisco: Jossey-Bass.

Bauer, W. (2001). Enriching the traditional music classroom through
Internet-based technologies. The Technology Source. Retrieved from http://technologysource.org/article/enriching_the_traditional_music_classroom_th rough_internetbased_technologies/

Beadle, M., & Santy, J. (2008). The early benefits of a problem-based approach to
teaching social inclusion using an online virtual town. Nurse Education in Practice, 8(3), 190-196.

Beatty, K. & Nunan, D. (2004). Computer-mediated collaborative learning. System,
32(2), 165-83.

Beckett, J. (2011, August 16). Free computer science courses, new teaching technology reinvent online education. The Stanford Report. Retrieved from http://news.stanford.edu/news/2011/august/online-computer-science-081611.html

Beisser, S. R., &Steinbronn, P. E. (2002). Hybrid online coursework to enhance
technology competencies of school principals. Computers in the Schools, 19 (3/4), 191-205. Retrieved from EBSCO Host database.

Bell, Frances (2011). Connectivism: Its Place in Theory-Informed Research and

Innovation in Technology-Enabled Learning, International Review of Research in
Open and Distance Learning, Volume 12,

Benbunan-Fich, R., &Hiltz, S. R. (1999). Educational applications of CMCS:
Solving case studies through asynchronous learning networks. Journal of Computer-Mediated Communication, 4(3). Retrieved from http://www.ascusc.org/jcmc/vol4/issue3/benbunan-fich.html

Benson, P. (2003). Learner autonomy in the classroom. In Nunan, D. (Ed.) Practical
English Language Teaching. New York: McGraw Hill.

Benson, P. & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman.

Benson, V., Anderson, D. and Ooms, A. (2011) “Educators’ perceptions, attitudes and practices: Blended learning in business and management education”, Research in Learning Technology, Vol. 19. No. 2, pp. 143–154.

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., …
Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.

Bernard, R.M., Brauer, A., Abrami, P.C. & Surkes, M. (2004), "The development of a questionnaire for predicting online learning achievement", Distance Education, vol. 25, no. 1, pp. 31-47.

Bersin, J. (2004).The blended learning book: Best practices, proven methodologies, and
lessons learned. San Francisco, CA: John Wiley and Sons, Inc

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.).
Maidenhead, UK: Open University Press.

Biner, P. M., Dean, R. S., & Mellinger, A. E. (1994). Factors underlying distance learner satisfaction with televised college-level courses. The American Journal of Distance Education, 8(1), 60-71.

Biner, P. M.,. Summers, M., Dean, R. S., Bink, M. L., Anderson, J. L., & Gelder, B. C. (1996) Student satisfaction with interactive telecourses as a function of demographic variables and prior telecourse experience. Distance Education, 17(1), 33-43.

Bleed, R. (2001). A hybrid campus for a new millennium.Educause Review, 36(1),
16-24.

Bligh, D. A. (2000). What’s the use of lectures. San Francisco: Jossey-Bass
Stuart, J. & Rutherford, R. J. (1978). Medical student concentration during lectures. The Lancet, 514-516

Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological
choices in studies into students'' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244.

Blom, J., Verma, H., Li, N., Skevi, A., & Dillenbourg, P. (2013). MOOCs are more social than you believe. eLearning Papers.

Bodie, G.D., Fitch-Hauser, M.F. & Powers, W.G. (2006). Chunking, priming, and
active learning: toward an innovative and blended approach to teaching communication related skills. Interactive Learning Environments, 14, 119–135

Bonk, C and Graham, C (eds) (2006) The Handbook of Blended Learning: Global
Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.

Bonk, C. J. (2009). The world is open: How Web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Bonk, C. J. (2011). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Asia-Pacific Collaborative Education Journal, 7(1). Retrieved from http://www.acecjournal.org/2009/Journal_Data/Vol7No1/201103.pdf

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global
perspectives, local designs. John Wiley & Sons.

Bonk, C. J., Olson, T. M., Wisher, R. A., & Orvis, K. L. (2002). Learning from focus
groups: An examination of blended learning. Journal of Distance Education, 17(3), 97-118.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ASHE-ERIC Higher Education Report No.

Bornstein, D. (2012). Open education for a global economy. The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-economy/

Bosch, T. E. (2009). Using online social networking for teaching and learning:
Facebook use at the University of Cape Town. Communication, 35, 185–200.

Bouchard, P. (2011). Network promises and their implications. In The Impact of Social
Networks on Teaching and Learning [Online monograph]. Revista de Universidady
Sociedad del Conocimiento (RUSC), 8(1), 288–302.

Boulton, H (2008) Managing e-Learning: what are the Real Implications for Schools?
The Electronic Journal of e-Learning 6/1: 11–18

Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive learning online at public universities: Evidence from randomized trials. New York, NY: Ithaka S+R.

Bowman, K. D. (2012, Summer). Winds of change: Is higher education experiencing a shift in delivery?, Public Purpose Magazine (from the American Association of State Colleges and Universities). Retrieved from http://www.aascu.org/WorkArea/DownloadAsset.aspx?id=5570

Boyle, T., Bradley, C., Chalk, P., Jones, R. & Pickard, P. (2003). Using blended
learning to improve student success rates in learning to program, Journal of Educational Media, 28(2-3), 165-178.

Bozkurt, A., et al (2015). “Trends in Distance Education Research: A Content Analysis
of Journals 2009-2013”. International Review of Research in Open and Distributed
Learning, 16(1), 330-363.

Brandl, Klaus (2002). Integrating Internet-Based Reading Materials Into The Foreign
Language Curriculum: From Teacher-To-Student-Centered Approaches. Language Learning and Technology, 6 (3), 87-107.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). (2000). How people learn:
Brain, mind, experience, and school. Washington, DC: National Academy Press.

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8(1), 13-25.

Brown, D. (2001). Hybrid courses are best. Syllabus, 15(22). Retrieved from
http://www.campustechnology.com/article.asp?id=4582

Brown, I.T.J. (2002) !§Individual and technological factors affecting perceived use of
web based learning technologies in a developing country, The Electronic Journal on Information Systems in Developing Countries, Vol. 9, No. 5, pp. 1-15.

Brown, Kenneth (2005). A Field Study of Employee E-Learning Activity and
Outcomes. Human Resource Development Quarterly, 16 (4).

Brown, R. (2003). Blending learning: Rich experiences from a rich picture. Training
and Development in Australia, 30 (3), 14-17.

Bruder, P. (2015). Using MOOCs as a Blended Learning Tool. New Jersey Education Association. Retrieved from https://www.njea.org/news-and-publications/njea-review/april-2014/using-moocs-as-a-blended-learning-tool

Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. MERLOT Journal of Online Learning and Teaching, 9(2), 187-199.

Business and industry project based capstone courses: Selecting projects and assessing
learning outcomes. Industry and Higher Education. 23(2), 91-102.

Buckley, D. P. (2002) In pursuit of the learning paradigm [Electronic
version]. Educause Review, 37(1), 29-38.

Bull, D. (2012). “From ripple to tsunami: The possible impact of MOOCs on higher
education”. DE Quarterly, 2012 spring, 10-11.

Burgeon, H., & Williams, D.D. (2003). “Bringing off-campus students on campus:
anevaluation of a blended course.” The Quarterly Review of Distance Education, 4 (3), 253-260.

Caldrone, M. & Others (1995). Improving Students'' Reading Skills through the Use of
Technology. ERIC Document Reproduction Service No.ED398539.

Cameron, B. (2003). The effectiveness of simulation in a hybrid and
online networking course. TechTrends, 47(5), 18-21. Retrieved from Wilson Web database.

Caples, R. (2006). The role of social presence in online learning communities. ProQuest
Digital Dissertation, UMI Number: 3222364.

Carman, J. M. (2005). Blended learning design: Five key ingredients. Salt Lake City,
UT: Agilant Learning.

Carr, S. (2000). As distance education comes of age, the challenge is keeping the
students. Chronicle of Higher Education. Retrieved from http://chronicle.com/free/v46/i23/23a00101.htm

Carr, S. (2001). Is anyone making money on distance education? Chronicle of Higher
Education. Retrieved from
http://chronicle.com/free/v47/i23/23a04101.htm

Carr, N. (2012). The crisis in higher education. MIT Technology Review.

Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading. The
Modern Language Journal, 73 (2), 121-134

Carson, S., & Forward, M.L. (2010). Development of the OCW consortium.
Proceedings of the Education Engineering, 1657- 1660.

Catropa, D. (2013). Big (MOOC) data. Inside Higher Education. Retrieved from
http://www.insidehighered.com/blogs/stratedgy/big-mooc-data

Caulfield, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6). Retrieved from http://www.uwsa.edu/ttt/articles/garnham2.htm

Caulfield, M. (2012). How Coursera could walk the talk about
MOOC-wrapping [Web log post]. Retrieved from http://mikecaulfield.com/2012/11/09/how-coursera-could-walk-the-talk-about- mooc-wrapping/

Celce-Marcia, M. (2001).Teaching English as a second or foreign language (3rd ed.).
Dewey Publishing Services: NY.

Center for Academic Transformation. (2005). Program in course redesign (PEW
Grant).Retrieved from
http://www.center.rpi.edu/PewGrant.html

Center for Distributed Learning (2005). Access, quality,
and efficiency through online learning, 2004-2005. Orlando, FL: University of Central Florida

Cetron, M., &Cetron, K. (2004). A forecast for schools. Educational Leadership, 61 (4), 22-29. Retrieved from EBSCO Host database.

Chambers, M. (1999). The efficacy and ethics of using digital multimedia for
educational purposes. In A. Tait & R. Mills (Eds.), The convergence of distance and conventional education: Patterns of flexibility for the individual learner (pp. 5-16). New York, NY: Routledge.

Chambless, J. & Chambless, M. (1994). The impact of instructional technology on
reading/writing skills of 2 nd grade students.

Chandrasekaran, A. (2012). Lacking teachers and textbooks, India’s schools turn to the Khan Academy to survive. The New York Times Blog. Retrieved from http://india.blogs.nytimes.com/2012/10/15/lacking-teachers-and-textbooks-indias-schools-turn-to-khan-academy-to-survive/

Chen, C.C., & Jones, K.T. (2007). Blended Learning vs. traditional classroom settings:
Assessing effectiveness and student perceptions in an MBA accounting course.Journal of Educators Online, 4 (1), 1-15.

Chen, M. C., Chiang, C.H., & Cko, C.C. (2008).The effectiveness of TriAccess Reading
System on comprehending nature science text for students with learning disabilities. Lecture Notes in Computer Science, 5105, 747-754.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 39(7), 3-7.

Chickering, A. W., &Ehrmann, S. C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6., Retrieved from http://www.tltgroup.org/programs/seven.html

Chien, Y. (2004). Incorporating cooperative learning in Taiwan English as a foreign
language (EFL)classroom. Unpublished doctoral dissertation, University of Central Florida, Florida.

Childs, S., Blenkinsopp, E., Hall, A., & Walton, G. (2005). Effective e-learning for
health professionals and students – barriers and their solutions. A systematic review of the literature – findings from the HeXL project. Health Information and Libraries Journal, 22(Suppl. 2), 20-32.

Cho, K., & Berge, Z. L. (2002).Overcoming barriers to distance training and
education.USDLA Journal, 16(1). Retrieved from http://www.usdla.org/html/journal/JAN02_Issue/article01.html

Chou, C. (1995). The use of heuristics evaluation method in networked CAL interface
Development. Paper pre¬ sented at Asian Association of Open Universities IX Annual Conference. December 3-5, 1995. Tai¬ pei, Taiwan.

Christensen, C., Horn, M. B., & Staker, H. (2013). Is K-12 blended learning disruptive: An introduction of the theory of hybrids. The Clayton Christensen Institute for Disruptive Innovation. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/05/Is-K-12-Blended-Learni ng-Disruptive.pdf

Christensen, T.K. (2003). Finding the balance: Constructivist pedagogy in a blended
course. Quarterly Review of Distance Education, 4 (3), 235- 243.

Clark, D. (2003). Blend it like Beckham. Epic Group PLC. Retrieved from
http://www.epic.co.uk/content/resources/white_papers/blended.htm

Clark, R. C., & Mayer, R. E. (2007) E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

Clark, R. E. (1998). Motivating performance: Part 1 – Diagnosing and solving
motivation problems. Performance Improvement, 37(8), 39-47.

Clark, R. E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53(4), 445-459. Retrieved from JSTOR database.

Clarke, T. (2013). The advance of the MOOCs (massive open online courses) The impending globalisation of business education?. Education and Training, 55(4/5), 403-413.

Clobridge, A. (2012). MOOCs and the changing face of higher education. Information Today. Retrieved from http://newsbreaks.infotoday.com/NewsBreaks/MOOCs-and-the-Changing-Face-of- Higher-Education-84681.asp

Coghlan, M. (2001). eMODERATION - Managing a new language? Paper
presented at the NET*Working 2001 Conference - from Virtual to Reality,
Brisbane, Australia.

Cohen, E. G. (1994). Designing group work: Strategies for the heterogeneous classroom (2 ed.). New York: Teachers College Press.

Cohen, V.L. (2003).A model for assessing distance learning instruction. Journal of
Computing in Higher Education, 14(2), 98–120.

Coklar, A. N. (2012). Evaluations of students on Facebook as an educational
environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42–53.

Colesca, S.E., Dobrica, L. & Alpopi, C. (2009).Student outcomes and perceptions in a
blended learning format. Metalurgia International, 14(8), 222–229.

Colis, B. & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and
Expectations. Kogan-Page London.

Connell, S. L. (2006). Comparing blogs, wikis, and discussion boards as collaborative
learning tools. In Wiki, Hyderabad: India: ICFAI (the Institute of Financial Analysts of India) University Press.

Cooper, S., & Sahami, M. (2013). Reflections on Stanford''s MOOCs. Communications of the ACM, 56(2), 28-30.

Cormier, D. (2012). Embracing uncertainty and the strange problem of habituation.
Retrieved from
http://davecormier.com/edblog/2012/01/26/embracing-uncertainty-and-the-strange-problem-of-habituation/

Cottrell, D. M., & Robinson, R. A. (2003).Blended learning in an accounting
course. The Quarterly Review of Distance Education.4(3), 261–269. Cottrell & Robinson 2003.

Council of Europe (2001). Common European Framework of Reference for Languages. Council of Europe/Cambridge University Press.

Crandall, J. J. (1999). Cooperative language learning and affective factors: Aﬀect in
language learning. Cambridge: Cambridge University Press.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: Sage.

Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, (2nd ed.). Thousand Oaks, CA: Sage.

Crookes, G., & Schmidt, R. W. (1991).Motivation: Reopening the research agenda.
Language Learning, 41, 469–512.

Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. San Francisco, CA: Pfeiffer/Wiley.

Curtis, D. D. & Lawson, M. J. (2001). Exploring collaborative online learning. Journal
of Asynchronous Learning Networks, 5(1).

Dabbagh, N. (2005). Pedagogical models for e-learning: A theory-based design
framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44. Retrieved from
http://www.sicet.org/ journals/ijttl/issue0501/DabbaghVol1.Iss1.pp25-44.pdf

Dabbagh, N. (2002). Using a web-based course management tool to
support face-to-face instruction. Technology Source. Retrieved from http://technologysource.org/article/using_a_webbased_course_management_tool_ to_support_facetoface_instruction/

Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and
possibility. Journal of Interactive Media in Education, 3.

Davies, J., & Graff, M. (2005). Performance in e-Learning: Online participation and
student grade. British Journal of Education Technology, 36(4), 657-663.

Davis, H.C. & Fill, K. (2007). “Embedding blended learning in a university’s teaching
culture: Experiences and reflections”. British Journal of Educational Technology, 38 (5). 817-828.

Davoli, P, Monari, M and Eklundh, KS (2009) Peer activities on Web-learning
platforms – Impact on Collaborative Writing and Usability Issues. Education and Information Technologies 14: 229–254.

De Freitas, S. (2013). MOOCs: The Final Frontier for Higher Education.Coventry University.

De Waard, I., Abajian, S. C., Gallagher, M. S., Hogue, R. J., Keskin, N. O.,
Koutropoulos, A., & Rodriguez, C. O. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026

De Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. O., Rodriguez,
C. O., & Gallagher, M. S. (2012). Merging MOOC and Learning for increased
learner interactions. International Journal of Mobile and Blended Learning
(IJMBL), 4(4), 34-46.

DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course”
Reconceptualizing Educational Variables for Massive Open Online Courses.
Educational Researcher, 0013189X14523038.

Deci, E., & Flaste, R. (1995). Why we do what we do: Understanding selfmotivation.New York: Penguin.

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological
well-being across life’s domains. Canadian Psychology, 49, 14-23. Retrieved from http://www.psych.rochester.edu/SDT/documents/2000_DeciRyan_PIWhatWhy.pdf

Delialioglu, O., & Yildirim, Z. (2007). Student’s perceptions of effective dimensions of
interactive learning in a blended learning environment. Educational Technology & Society, 10 (2), 133-146.

Delialioglu, O. & Yildirim, Z. (2008). Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers & Education, 5(1), 474–483.

Derek O. Bruff, Douglas H. Fisher, Kathryn E. McEwen, and Blaine E. Smith (2013),
“Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning,”
Journal of Online Learning and Teaching, Vol 9, No. 2

Desmarais, L. (2002). Monitoring distance training. Paper presented at CALICO 2002,Davis, CA.

deWaard, I. et al (2011). “Using mLearning and MOOCs to understand chaos,
emergence, and complexity in education”. The International Review of Research in
Open and Distance Learning, 12(7), 94-115.

Di Napoli, R. (2004). What is student-centred learning? University of Westminster: Educational Initiative Centre.

Dillenbourg, P., & Schneider, D. (1995). Collabora¬ tive learning and the internet.
Proceedings of the Fourth International Conference on Computer Assisted Instruction (pp. S-1O-6-SlO-13), Hsinchu, Taiwan.

Dillman, D. A. (2000). Mail and internet surveys: The tailored design method (2nd ed.).
New York: John Wiley & Sons, Inc.

Di Xu & Jaggars, S.S (2013), “Adaptability to Online Learning: Differences Across
Types of Students and Academic Subject Areas,”, CCRC Working
Paper No. 54.

Dodge, B. (2001). FOCUS: Five rules for writing a great webquest. Learning & Leading with Technology, 28(8), 6-9.

Donnelly, R. (2010). Harmonizing technology with interaction in blended
problem-based learning. Computers & Education, 54(2), 350-359.

Doo, L, Morris, M. & Virginia, K.(2006). Online vs. blended learning: Differences In
Instructional Outcomes And Learner Satisfaction. Retrieved from http://eric.ed.gov.

Doob, L. W. (1947). The behavior of attitudes. Psychological Review, 54, 135-156.

Dooly, M. (2008). Constructing knowledge together. In M. Dooly (Ed.).
Telecollaborative language learning: A guidebook to moderating intercultural
collaboration online, 21-44.

Dornyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language
Learning, 40 (1), 45-78.

Dornyei, Z. (1996). Moving Language Learning Motivation to a Larger Platform for
Theory and Practice. In R. L. Oxford (Ed.), Language Learning Motivation: Pathways to the new Century (pp: 71-80). Honolulu: University of Hawaii Press.

Dornyei, Z., & Ottό, I. (1998). Motivation in action: A process model of L2 motivation.
Working papers in applied linguistics. London: Thames Valley University, 4, 43-69.

Dowling, C., Godfrey, J.M., & Gyles, N. (2003, December). Do hybrid flexible delivery
teaching methods improve accounting students’ learning outcomes? Accounting Education, 12(4), 373-391.

Downes, S. (2007). Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects, 3. Retrieved from http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. Learning and training
innovations newsline. Retrieved from
http://www.geocities.com/calcheh88/PDF/3372680960blended_learning.pdf.

Driscoll, M. (2002). Blended learning: Let''s get beyond e-learning. Retrieved from
http://www.ltimagazine.com.

Dron, J., & Anderson, T. (2009). Lost in social space: Information retrieval issues in
Web 1.5. Journal of Digital Information, 10(2).

Dudeney, G and Hockly, N (2007) How to… Teach English with Technology. Harlow:
Pearson Education Limited.

Duderstadt, J. J. (2012). The future of the university: A perspective from the oort cloud.
Social Research, 79(3), 579-600.

Duff, P. (2012). Identity, agency, and second language acquisition. Handbook of second language acquisition, 410-426.

Durukan, E. (2011).Effects of cooperative integrated reading and composition (CIRC)
technique on reading-writing skills. Educational Research and Reviews, 6(1), 102-109.

Dzakiria, H., Mustafa, C.S., & Abu Bakar, H. (2006). “Moving Forward with Blended
Learning (BL) as a Pedagogical Alternative to Traditional Classroom Learning”. Malaysian Online Journal of Instructional Technology (MOJIT), 3 (1).

Dziuban, C. D., &Moskal, P. D. (2005). A look at online teaching and
learning at UCF. Presentation at Course Development & Web Services for IDL6543 participants, Orlando, FL

Dziuban, C. D., Hartman, J. L., &Moskal, P. D. (2004). Blended learning.
Educause Center for Applied Research, 2004(7). Retrieved from http://www.educause.edu/ir/library/pdf/ERB0407.pdf

Dziuban, C., & Moskal, P. (2013). Distributed learning impact evaluation. Retrieved
from http://cdl.ucf.edu/research/rite/dl-impact-evaluation/

Dziuban, C., &Moskal, P. (2001).Distributed learning impact evaluation. Research
Initiative for Teaching Effectiveness. Retrieved from http://pegasus.cc.ucf.edu/~rite/impactevaluation.htm

Dziuban, C., and Moskal, P. (2001). ‘Evaluating distributed learning in metropolitan
universities’, Metropolitan Universities, 12(1), 41–49.

Dziuban, C., Hartman, J., & Moskal, P. (2004). “Blended learning”. Retrieved from http://www.educause.edu.

Dziuban, C., Hartman, J., Cavanagh, T., & Moskal, P. (2011). Blended courses as
drivers of institutional transformation. In A. Kitchenham (Ed.), Blended learning across disciplines: Models for implementation. Hershey, PA: IGI Global.

Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning
enters the mainstream. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 195-206). San Francisco: Pfeiffer.

Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN
modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Into the Mainstream (pp. 127-148). Needham, MA: Sloan Center for Online Education.

Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning and
the generations: Knowledge is power-no more. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Engaging Communities. Needham, MA: Sloan Center for Online Education.

Dziuban, C.D., Hartman, J., Juge, F., Moskal, P.D., &Sorg, S. (2005). Blended learning:
Online learning enters the mainstream. In C. J. Bonk & C. Graham (Eds.), Handbook of blended learning environment. Indianapolis, IN: PfeifferPublications.

Dziuban, C.D., Hartman, J.L. & Moskal, P.D. (2004). Blended learning, ECAR
(Educase Center for Applied Research), 2004 (7)

Eagly, A. H., & Shelly, Ch. (1998). Attitude Structure and Function. In Handbook of
Social Psychology, ed. D.T. Gilbert, Susan T. Fiske, and G. Lindzey, 269–322. New York: McGraw-Hill.

Educause. (2005). The pocket guide to U.S. higher education: 2005. Available at
http://www.educause.edu/ir/library/pdf/PUB2201.pdf

El-Deghaidy, H. & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative
approach in an Egyptian teacher education programme. Computers & Education, 51(3), 988-1006. Retrieved from http://linkinghub.elsevier.com/retrieve/pii/S0360131507001273

Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London, UK:
Croom Helm.

Entwistle, N., McCune, V., & Hounsell, J. (2002). Approaches to study and perceptions
of university teaching–learning environments: Concepts, measures and preliminary findings. Edinburgh, UK: Enhancing Teaching-Learning Environments in Undergraduate Courses Project, University of Edinburgh, Coventry University, and Durham University. Retrieved from http://www.etl.tla.ed.ac.uk/ docs/ETLreport1.pdf

Educational Testing Service. (2003) TOEIC From A to Z. Princeton NJ: Educational Testing Service.

Educational Testing Service. (2004) TOEIC Report on World Test Takers Worldwide 2002-03. Princeton NJ: Educational Testing Service.

Eynon, R. (2008). The use of the World Wide Web in learning and teaching in higher
education: Reality and rhetoric. Innovations in Education & Teaching International, 45, 15-23.

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A
meta-analysis comparing peer and teacher marks. Review of Educational Research,
70(3), 287-322.

Farmer, J. (2004). Communication dynamics: Discussion boards, weblogs and the
development of communities of inquiry in online learning environments. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.), Beyond the comfort zone (pp. 274-283). Proceedings of the 21st ASCILITE conference, December 5-8. Perth. Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/farmer.html.

Farrell, E. F. (2004). Deeper pockets: Different tactics. Chronicle of
Higher Education, 50(23), p. A26-A29. Retrieved from EBSCO Host database.

Fichter, D. (2005). The many forms of e-collaboration: Blogs, wikis, portals,
groupware, discussion boards, and instant messaging. Online, 29 (4), 48-50.

Fini, A. (2009). The technological dimension of a massive open online course: The case
of the CCK08 course tools. The International Review Of Research In Open And
Distance Learning, 10(5).

Finn, A. (2002). Trends in E-learning. Learning Circuits. Retrieved from http://www.learningcircuits.org/2002/nov2002/finn.htm

Finn, A., & Bucceri, M. (2004). A case study approach to blended learning,
Retrieved from http://www.centra.com/download/whitepapers/CaseStudy_BlendedLearning.pdf.

Fisher, D. H. (2012). Warming up to MOOC''s. [Web log post].
Retrieved from http://www.chronicle.com/blogs/profhacker/warming-up-to-moocs/44022

Flowers, L.A., Moore III, J.A & Flowers, L.O. (2008). African American Students’ Satisfaction with Distance Education Courses, Student Affairs Online, 9 (3), retrieved from http://studentaffairs.com/ejournal/Winter_2008/AfricanAmericanStudents.html

Fournier, H., Kop, R., & Durand, G. (2014). Challenges to research in MOOCs.Journal of Online Learning & Teaching, 10(1).

Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471-485.

Freddolino, P.P. & Knaggs, D.G. (2005). Building a predominantly web-based course
from face- to-face and interactive video pilots: administrative skills for social work practice. Journal of Teaching in Technology in Human Services, 23(3/4), 201–213.

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

Friedman, T. (2013). Revolution hits the universities. The New York Times. Retrieved from http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-univer sities.html?_r=0

Freeman, M. A. R. K., & Hancock, P. (2013). Milking MOOCs: Towards the right blend in accounting education. Academic Leadership Series, 4, 86-100.

Futch, L. (2005). A study of blended learning at a metropolitan research university. [Ed. D. dissertation], United states: Florida University.

Gaebel, M. (2014). MOOCs: Massive open online courses. EUA.

Garnham, C., &Kaleta, R. (2002).Introduction to hybrid courses. Teaching with
Technology Today, 8(6). Retrieved from http://www.uwsa.edu/ttt/articles/garnham.htm

Graham, C. R. (2005). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer Publishing.

Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. In Adult
Education Quarterly, 48(1), 18-33.

Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education:
Framework, principles, and guidelines. San Francisco, CA: John Wiley & Sons, Inc.

Garrison, D. R., Kanuka, H., & Hawes, D. (2002). Blended learning: Archetypes for
more effective undergraduate learning experiences. University of Calgary: Learning Commons.

Garrison, D.R. & Kanuka, H. (2004). “Blended learning: Uncovering its transformative
potential in higher education”. Internet and Higher Education, 7, 95–105.

Garrison, D.R., & Anderson, T. (2003). E-learning in the 21st century: A framework for
research and practice. London: Routledge Falmer.

Garrison, D.R., &Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. The Internet and Higher Education, 7(2), 95-105.

Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass.

Garrison, R., Kanuka, H., & Hawes, D. (2004). Blended learning in a research
university. Learning Commons. Retrieved from http://www.commons.ucalgary.ca/documents/BlendedLearning-1.pdf

Gasevic, D. et al (2014). “Where is research on massive open online courses headed? A
data analysis of the MOOC Research Initiative”, The International Review of
Research in Open and Distributed Learning, 14(5).

Genc Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish
Online Journal of Distance Education, 10(4), 136-158. Retrieved from
http://tojde.anadolu.edu.tr/tojde36/index.html

Gilbert, J. A., & Flores-Zambada, R. (2011). Development and implementation of a
“blended” teaching course environment. MERLOT Journal of Online Learning and Teaching, 7(2), 244-260.

Gilbert, S.D. (2001). How to be a successful online student. New York: McGraw-Hill.

Gilfert, S. (1996). A review of TOEIC. The Internet TESL Journal. Retrieved from
http://iteslj.org/Articles/Gilfert-TOEIC.html.

Ginns, R., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships
between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.

Ginns, P. & Ellis, R.A. (2009). “ Evaluating the quality of e-learning at the degree level
in the student experience of blended learning”. British Journal of Educational Technology, 40(4), 652-663.

Gomez, L.A.O. & Duart, J.M. (2011). “A hybrid approach to university subject learning activities”. British Journal of Educational Technology, 42(2).

Graham, C. R. (2005). Blended learning systems: Definition, current trends, and future
directions. In C. J. Bonk & C. R. Graham, (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

Graham, C. R., & Allen, S. (2009). Blended learning: An emerging trend in
education. In C. Howard, J. V. Boettecher, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of Distance Learning: Online Learning and Technologies, 4. Hershey, PA: Idea Group Inc.

Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning
environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259). Hershey, PA: Idea Group.

Graham, C. R., Allen, S., &Ure, D. (2003). Blended learning environments: A review of
the research literature. Unpublished manuscript, Brigham Young University at Provo, UT.

Gredler, M. E. (1997). Learning and instruction: Theory into practice (3rd ed.). Upper
New Jersey: Prentice Hall.

Groves, M., & O’Donoghue, J. (2009). Reflections of students in their use of
asynchronous online seminars. Educational Technology and Society, 12(3), 143-149.

Gulbahar, Y. & Madran, R.O. (2009). “Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey”. International Review of Research in Open and Distance Learning, 10 (2).

Grunewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing MOOCs for
the Support of Multiple Learning Styles. In Scaling up Learning for Sustained Impact
(pp. 371-382). Springer Berlin Heidelberg.

Guralnick, M. J. (1980). Social interactions among preschool children. Exceptional Children, 46, 248-253.

Guthrie, K. M. (2012). Barriers to the adoption of online learning systems. EDUCAUSE
Review, 47(4), 50-51.

Gutierrez-Rojas, I., Alario-Hoyos, C., Perez-Sanagustin, M., Leony, D., & Delgado-Kloos, C. (2014). Scaffolding self-learning in MOOCs. Proceedings of the Second MOOC European Stakeholders Summit, EMOOCs, 43-49.

Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). An analysis of
high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413.

Hameed, Sh., Badii, A., & Cullen, A.J. (2008). “Effective E-Learning Integration with
Traditional Learning in a Blended Learning Environment”. European and Mediterranean Conference on Information Systems.

Hamilton, V. (1995). Computers and reading achievement. ERIC Document
Reproduction Service No.ED382923.

Hara, N. (2000). Student distress in a web-based distance education course.
Information, Communication & Society, 3(4), 557-579.

Hara, N., & Kling, R. (1999). Students'' frustrations with a web-based distance education course. First Monday, 4(12). Retrieved from http://www.firstmonday.org/article/view/710/620

Harasim, L. (1990). On-line education: perceptive on a new environment. Praeger.
New York.

Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field
guide to teaching and learning online. Cambridge: Massachusetts Institute of Technology.

Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A
field guide to leaching and learning online. Cambridge, MA: Massachusetts Institute of Technology.

Harrington, A. M. (2010). “Problematizing the Hybrid Classroom for ESL/EFL
Students”. TESL-EJ 14 (3).

Harris, P., Connolly, J., & Feeney, L. (2009). Blended learning: Overview and
recommendations for successful implementation. Industrial and Commercial Training, 41(3), 155-163.

Hartman, J. (2007). Will blended learning transform higher education?
Keynote presentation at COHERE/CHERD Symposium Strategic Conversations about Blended Learning: Transforming Higher Education, York University, Toronto, ON. Retrieved from http://ltc.umanitoba.ca:83/cohere/index.php?title=Main_Page

Hartman, J. L. (2002). Models of practice in distributed learning: A catalyst for
institutional transformation. Dissertation Abstracts Internationals, 63 (11), 3917. (UMI No. AAT 3069446).

Hartman, J. L., Dziuban, C., &Moskal, P. (1999). Faculty satisfaction in
ALNs: A dependent or independent variable? Paper presented at the Sloan Summer ALN Workshops: Learning Effectiveness and Faculty Satisfaction, Urbana, IL.

Hartman, J., Moskal, P., &Dziuban, C. (2005). Preparing the academy of today for the
learner of tomorrow. In D. G. Oblinger& J. L. Oblinger (Eds.), Educating the Net Generation (pp. 6.1-6.15). Retrieved from http://www.educause.edu/educatingthenetgen/

Hartman, J.L., & Truman-Davis, B. (2001). Institutionalizing support for faculty use of
technology at the University of Central Florida. In R.M. Epper& A.W. Bates, Teaching faculty how to use technology: Best practices from leading institutions (pp.39-58). Phoenix, AZ: Oryx Press.

Harvey, L.H.; Glinsky, J.V. et al. (December 2014). A Massive Open Online Course for
teaching physiotherapy students and physiotherapists about spinal cord injuries.
Spinal Cord 52: 911–918.

Hatfield, S. L. (2002). Understanding the four generations to enhance
workplace management. AFP Exchange, 72-74. Retrieved from EBSCO Host database.

Haughton, G., & Dickinson, L. (1988). Collaborative assessment by masters’ candidates in a tutor based system. Language Testing, 5, 233-246.

Haytko, D. L. (2001). Traditional versus hybrid course delivery systems: A case
study of undergraduate marketing planning courses. Marketing Education Review, 11 (3), 27-39. Retrieved from EBSCO Host database.

Hecking, T. (2014). Analysis of dynamic resource access patterns in a blended learning
course, Proceedings of the Fourth International Conference on Learning Analytics
and Knowledge.

Hecking, T., Ziebarth, S., & Hoppe, H. U. (2014). Analysis of dynamic resource access
patterns in a blended learning course. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 173-182). ACM.

Henderikx, P. (2014). Higher Education Policy and Open and Online Education: The
Netherlands: EADTU.

Heinze, A. (2008) Blended learning: An interpretive action research study,
Ph.D. thesis. Salford: University of Salford.

Heinze, A., & Procter, C. T. (2004). Reflections on the use of blended learning.

Heterick, B., &Twigg, C. (2002). Explaining college costs--It''s not how fast you run.
The Learning MarketSpace. Retrieved from http://thencat.org/Newsletters/Mar02.html

Hew, K. & Cheung, W. (2014). “Students’ and instructors’ use of massive open online
courses (MOOCs): Motivations and challenges” Educational Research Review, 12,
45-58.

Hershkovitz, A., & Nachmias, R. (2009). Learning about online learning processes and
students'' motivation through web usage mining. Interdisciplinary Journal of
E-Leaning and Leaning Objects, 5, 197-214. Retrieved from
http://www.ijello.org

Hill, P. (2012). Online Educational Delivery Models: A Descriptive View. EDUCAUSE
Review, 47(6), 85-97.

Hiltz, S. (1997). Impacts of college-level courses via Asynchronous Learning Networks:
Some Preliminary Results. JALN, 1(2), 1-19.

Hiltz, S., Wellman, B. (1997). Asynchronous Learning Networks as a Virtual
Classroom. Communication of the ACH, 40(9), 44-49.

Ho, A., Lu, L., & Thurmaier, K. (2006). Testing the reluctant professor''s hypothesis:
Evaluating a blended-learning approach to distance education. Journal of Public Affairs Education, 12(1), 81-102.

Holden, M.e, & Wedman, J.F. (1993). Future issues of computer-mediated
communication: The results of a delphi study. Educational Technology Research and Development, 41(1), 5-24.

Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)

Holenko, M., & Hoić-Božić, N. (2008). Using online discussions in a blended learning
course. International Journal of Emerging Technologies in Learning, 3(2), 18-23.

Holotescu, C., Grosseck, G., Cretu, V., & Naaji, A. (2014). Integrating MOOCs in Blended Courses. In The International Scientific Conference eLearning and Software for Education (Vol. 4, p. 243). Carol I.: National Defence University.

Hopper, K. (2003). Reasons to go hybrid. Distance Education Report, 7(24), 7.

Horn, L., Peter, K., & Rooney, K. (2002). Profile of undergraduates in U.S.
postsecondary education institutions: 1999-2002. National Center for Educational Statistics. Retrieved from
http://nces.ed.gov/programs/quarterly/vol_4/4_3/4_1.asp

Horton, W. (2000). Designing Web-based training: How to teach anyone anything
anywhere anytime, J Wiley, USA. ISBN: 978-0-471-35614-1

Hossain, M. et al. (2015). "A massive open online course (MOOC) can be used to teach
physiotherapy students about spinal cord injuries: a randomized trial". Journal of
Physiotherapy 61 (1): 21–27.

Hsu, L. (2011). Blended learning in ethics education: A survey of nursing students.
Nursing Ethics, 18(3), 418– 430.

Humbert, J. &Vignare, K. (2005). RIT introduces Blended Learning successfully. In J.
C. Moore (ed.), Elements of Quality Online Education: Engaging Communities. Wisdom from the Consortium.Volume 2 in the Wisdom Series. Needham. MA: Sloan Consortium.pp.141– 152.

Humble, A. (2000). A Comparison study of the traditional reading strategy of reading
aloud with an adult and the technology based strategy of computerized talking books. ERIC Document Reproduction Service No.ED450349.

Hyland, N., & Kranzow, J. (2012). Faculty and student views of using digital tools to enhance self-directed learning and critical thinking. International Journal of Self-Directed Learning, 8(2), 11-27. Retrieved from http://sdlglobal.com/IJSDL/IJSDL8.2.pdf

Hwang, A., & Arbaugh, J. B. (2006). Virtual and traditional feedback-seeking
behaviors: Underlying competitive attitudes and consequent grade performance. Decision Sciences Journal of Innovative Education, 4,1–28.

Iiyoshi, Toru; Kumar, M. S. Vijay (2008). Opening up Education: The Collective
Advancement of Education through Open Technology, Open Content, and Open
Knowledge. MIT Press.

Iovine, N. & Kahler, J. (2014). MOOCs and Blended Learning Trends in Teaching and Learning retrieved from https://www.google.com/search?q=interaction+in+Blended+Learning+in+MOOCs&hl=en&authuser=0#

Irwin, C. G., Ball, L. E., Desbrow, B., & Leveritt, M. (2012). Students’ perceptions of
using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221– 1232.

Jobe, W., Ostlund, C., & Svensson, L. (2014). MOOCs for professional teacher
development. In Society for Information Technology & Teacher Education
International Conference (Vol. 2014, No. 1, pp. 1580-1586).

Johnson, C. P. (2014). Increasing students’ academic involvement: Chilean teacher
engagement with learners in blended English as a foreign language courses
(Doctoral dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3601549).

Johnson, D. W. & Johnson, R. T. (2004). Cooperation and the use of technology.
Handbook of research on educational communications and technology. London:
Lawrence Erlbaum.

Johnson, J. (2002). Reflections on teaching a large enrollment course using a hybrid
format. Teaching with TechnologyToday, 8(6). Retrieved from
http://www.uwsa.edu/ttt/articles/jjohnson.htm

Jackson, S. L. (2009). Research methods and statistics: A critical thinking approach 3rd
edition. Belmont, CA: Wadsworth.

Jonas, D., & Burns, B. (2010). The transition to blended e-learning. Changing the focus
of educational delivery in children''s pain management. Nurse Education in Practice 10(1), 1-7.

Jonassen, D., Davidson, M., Collins, M., Campbell, J. & Haag, B.B. (1995).
Constructivism and com¬puter mediated communication in distance educa¬tion. The American Journal of Distance Education, 9(2),7-26.

Jones, K. T., & Chen, C. C. (2008). Blended Learning in a graduate accounting course:
Student satisfaction and course design issues. The Accounting Educator’s Journal, 18, 15–28.

Jung, E., Kim, M., Wang, Y., & Bonk, C. J. (2011). What technology tools promote such extreme learning? Analysis of technologies used in extreme learning Websites. Proceedings of the E-Learn Conference 2011—World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Honolulu, Hawaii (pp. 2581-2587), Chesapeake, VA: AACE

Kathy, S. (2006). “Why face-to-face still matters!” Retrieved from
http://headrush.typepad.com.

Kavenik, F. M., & Robinson, J. D. (2003). UW-Parkside''s Access Project.
Teaching with Technology Today, 9 (7). Retrieved from http://www.uwsa.edu/ttt/articles/kavenik.htm

Kehrwald, B. (2008). Understanding social presence in text-based online learning
environments. Distance Education. 29. (1). 89 – 106.

Kennedy, J. (2014). “Characteristics of Massive Open Online Courses (MOOCs): A
Research Review, 2009-2012”, Journal of Interactive Online Learning, 13(1).

Kenning, C. (2012). For Knox soldiers earn deployed degrees. Courier-Journal.
Retrieved from http://www.courier-journal.com/article/20120605/NEWS01/306050003/Fort-Knox-soldie rs-earn-deployed-degrees

Kerres, M., & De Witt, C. (2003). A didactical framework for the design of blended
learning arrangements. Journal of Educational Media, 28, 2-3.

Kilickaya, F. (2007). The effect of computer assisted language learning on Turkish
learners’ achievement on the TOEFL exam. Teaching English with Technology, 7 (1). Retrieved from
http://www.iatefl.org.pl/call/j_soft27.htm

Kimura, H. (2009). Controversy over cooperative learning: An interview with Dr. George
M. Jacobs. The Language Teacher, 33, 4, 35-40.

Kim, K., & Bonk, C. J. (2006). The future of online teaching and learning in higher
education: The survey says. Educause quarterly, 29(4), 22.

King, K. P. (2002). Identifying success in online teacher education and professional
development. The Internet and Higher Education, 5(3), 231-246.

King, K.P. (2001). Educators revitalize the classroom “bulletin board” A case study of
the influence of online dialogue on face-to-face classes from an adult education learning perspective. Journal of Research on Educational Technology in Education, 33(4).

King, P., &Hildreth, D. (2001). Internet courses: Are they worth the effort? Journal of
College Science Teaching, 31(2), 112-115.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance.
Computers in Human Behavior, 26(6), 1237-1245.

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructingdisengagement:
analyzing learner subpopulations in massive open online courses. In Proceedings
of the third international conference on learning analytics and knowledge
(pp.170-179). ACM.

Koenig, R. J. (2010). Faculty satisfaction with distance education: A comparative
analysis on effectiveness of undergraduate course delivery modes. Journal of
College Teaching & Learning, 7(2), 17-24. Retrieved from
http://www.cluteinstitute.com/journal-ofcollege-teaching-learning-tlc/

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing
experiential learning in higher education. Academy of Management Learning and Education, 42(2), 193- 212.

Koller, D. (2012). How online courses can form a basis for on-campus
teaching. Forbes. Retrieved from http://www.forbes.com/sites/coursera/2012/11/07/how-online-courses-can-form-abasis-for-on-campus-teaching/

Kolowich, S. (2013). The minds behind the MOOCs. The professors who make the
MOOCs. The Chronicle of Higher Education.

Kop, R., & Bouchard, P. (2011). The role of adult educators in the age of social media. In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp.
61-80). New York: Palgrave Macmillan.

Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. EURODL, 1–11. Retrieved from http://www.eurodl.org/?p=special&sp=articles&inum=2&article=457

Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7(2).

Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy
to support human beings? Participant support on massive open online courses. The
International Review Of Research In Open And Distributed Learning, 12(7),
74-93.

Kop, R., Fournier, H., & Mak, S. F. J. (2011). A pedagogy of abundance or a pedagogy
to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from
http://www.irrodl.org/ index.php/irrodl/article/view/1041/2025

Korkmaz, O. & Karakuş, U. (2009). The impact of blended learning model on student
attitudes towards geography course and their critical thinking dispositions and levels. The Turkish Online Journal of Educational Technology – TOJET 8(4), 51-63.

Koutropoulos, A., Gallagher, M. S., Abajian, S. C., de Waard, I., Hogue, R. J., Keskin, N. O., &Rodriguez, C. O. (2012). Emotive Vocabulary in MOOCs: Context & Participant Retention. European Journal of Open, Distance and E-Learning.

Krashen, S. D. (1981). The fundamental pedagogical principle in second language
teaching. Studio Linguistic, 35(1-2), 51-70. Journal of Research on Computing in Education

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to
creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

LaMartina, D. (2013). Blended MOOCs: The Best of Both Worlds? Campus Technology
http://campustechnology.com/articles/2013/08/21/blended-moocs-the-best-of-bot
worlds.aspx

Larson, D., K. & Sung, C., H. (2009). Comparing Student Performance: Online versus Blended versus Face-to-Face, Journal of Asynchornous Learning Networks, 13(1), 31-42.

Laurillard, D. (2002). Rethinking university teaching: A conversational framework for
the effective use of learning technologies (2nd ed.). London, UK: RoutledgeFalmer.

Laurillard, D. (2011). Cost-benefit Modelling for Open Learning. Moscow: UNESCO
Institute for Information Technologies in Education.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for
Learning and Technology. New York and London: Routledge.

Laurillard, D. (2013). Supporting Teachers in Optimizing Technologies for Open
Learning. In J. Willems, B. Tynan, & R. James (Eds.), Global Challenges and
Perspectives in Blended and Distance Learning (pp. 160-173): IGI Global.

Lawrence S. Bacow, William G. Bowen, Kevin M. Guthrie, Kelly A. Lack, and
Matthew P. Long (2012), “Barriers to Adoption of Online Learning Systems in
U.S. Higher Education,” p. 16

Laws, R. D., Howell, S. L, & Lindsay, N. K. (2003). Scalability in distance
education: “Can we have our cake and eat it too?”Online Journal of Distance Learning Administration, 6 (4). Retrieved from http://www.westga.edu/~distance/ojdla/winter64/laws64.htm

Leber, J. (2013). In the developing world, MOOCs start to get real. MIT Technology
Review

Lebow, D. (1993). Constructivist values for instruc¬tional systems design: Five
principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16.

Lewis, G. (2009). Bringing technology into the classroom. New York: Oxford
University Press.

Levine, A. (2013). MOOCs, history and contest. Inside Higher Ed.

Lee, H.J. (2008). A Learning Process Mechanism in CSCL (Computer Supported
Collaborative Learning). Proceedings of ICCE(International Conference of Computers in Education).

Leh, A. S. C. (2002). Action research on hybrid courses and their online communities.
[Electronic version]. Educational Media International, 39(1), 31-38.

Leland, J. (2012). Adventures of the teenage polyglot. The New York Times. Retrieved from http://www.nytimes.com/2012/03/11/nyregion/a-teenage-master-of-languages-finds-onlin e-fellowship.html?pagewanted=all

Lerman, S., & Potts, J. P. (2006). Unlocking knowledge, empowering minds: MIT''s
OpenCourseWare Project. IEEE Signal Processing Magazine, 23(5), 11-15.

Levine, A.; Ferenz, O. & Reves, T. (2000). EFL academic reading and modern
technology: How can we turn our students into independent critical readers? TESL‐EJ, 4, 4.

Levine, S.L., & Wake, W.K. (2000). Hybrid teaching: Design studios in virtual space.
Education of Artists. Retrieved from
http://research.the-bac.edu/sva/index.htm

Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing
learning outcomes within a blended learning environment. Educational Technology & Society, 12(4), 282-293. Retrieved from http://www.ifets.info/journals/12_4/24.pdf

Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006). Online vs. blended Learning:
Differences in instructional outcomes and learner satisfaction. Retrieved from: http://eric.ed.gov.

Lim, D.H. & Morris, M.L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning . Educational Technology & Society, 12(4), 282–293.

Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143. Retrieved from http://www.distanceandaccesstoeducation.org/contents/JALN_v12n1_Lin.pdf

Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning. London:
Routledge.

Littlejohn, A. and Pegler, C. (Eds) (2014) Reusing Open Resources: learning in open
networks for work, life and education Routledge: New York

Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A
systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.

Lizzio, A., Wilson, K., & Simons, R. (2002). University students'' perceptions of the
learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.

Lopez., G. Manrique, D. & Vines, J. (2005). Online discussion in blended courses at
Saudi Universities. Procedia-Socail and Behavioral Sciences, 2(2), 507-514.

Lopez-Perez, M. V., Perez-Lopez, M. C., & Rodriguez-Ariza, L. (2011). Blended
learning in higher education: Students'' perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826.

Lu, H.P. & Chiou, M.J. (2010). “The impact of individual differences on e-learning
system satisfaction: A contingency approach”. British Journal o Educational Technology, 41 (2).

Luke, M. (2013). Formal versus self-education: Which is better? Chief Learning Officer. Retrieved from http://clomedia.com/articles/view/formal-v-self-education-which-is-better

Luo, H., Robinson, A. C., & Park, J. Y. (2014). Peer Grading in a MOOC: Reliability,
Validity, and Perceived Effects. Online Learning: Official Journal of the Online
Learning Consortium, 18(2).

Lynch, R., &Dembo, M. (2004). The relationship between self-regulation and
online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5.2. Retrieved from http://www.irrodl.org/content/v5.2/lynch-dembo.html

Mahraj, K. (2012). “Using information expertise to enhance massive open online
courses”. Public Services Quarterly, 8(4), 359-368.

Mangan, K. (2012). Massive excitement about online courses. The Chronicle
of Higher Education. Retrieved from http://www.chronicle.com/article/Massive-Excitement-About/134678/

Mantyla, K. (1999). Interactive distance learning exercises the really work! Alexandria, VA: American Socity for Training and Development.

Markoff, J. (2011, August 15). Virtual and artificial, but 58,000 want a course. The New York Times. Retrieved from http://www.nytimes.com/2011/08/16/science/16stanford.html?_r=0

Marsh, G. E., McFadden, A. C., & Price, B. J. (2003). Blended instruction: Adapting conventional instruction for large classes. Online Journal of Distance Learning dministration, 6 (4). Retrieved from http://www.westga.edu/~distance/ojdla/winter64/marsh64.html

Marsh, D. (2012). Blended Learning Creating Learning Opportunities for Language Learners. Cambridge:Cambridge University Press.

Martin, F. G. (2012). Will massive open online courses change how we teach?
Communications of the ACM, 55(8), 26-28.

Martin, N. (2012). MOOCs are Massive. Training & Development, 39(5), 32.

Martyn, M. (2003). The hybrid online model: Good practice. [Electronic version].
Educause Quarterly, 26(1), 18-23.

Mason, R. & Rennie, F. (2006). Elearning: The key concepts. London: Routledge.

Massis, B. E. (2013). MOOCs and the library. New library world, 114(5/6), 267-270.

McAllister, N. C., & McAllister, D. F. (1996). Providing education electronically to
non-traditional sites: New delivery to a new audience. In B. Mehlenbacher (Eds.), Proceedings of the 14th Annual International Conference on Systems Documentation: Marshaling New Technological Forces: Building a Corporate, Academic, and User-Oriented Triangle (pp. 187-193). Research Triangle Park, North Carolina: ACM.

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for
digital practice. Charlottetown, Canada: University of Prince Edward Island. Retrieved from http://www.elearnspace.org/Articles/MOOC_Final.pdf

McCracken, J., & Dobson, M. (2004). Uncovering principles for blended learning
design. Educational TechnologyResearch and Development.

McCray, G. E. (2000). The hybrid course: Merging on-line instruction and the
traditional classroom. Information Technology and Management, 1, 307-327.

McFarlin, B. K. (2008). Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university. Advances in Physiology Education, 32, 86-91. Retrieved from http://advan.physiology.org/cgi/content/full/32/1/86?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=McFarlin&searchid=1&FIRSTINDEX=0&sortspec=relevance &resourcetype=HWCIT

McKay, E. (2015). Macro-level learning through massive open online courses
(MOOCS) : strategies and predictions for the future, Hershey, PA : Information
Science Reference.

McMillan, D. W. & Chavis, D. M. (1986). “Sense of Community: A definition and
theory”. Journal of Community Psychology, 14 (1).

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of
evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Meyer, K.A. (2003). Face-to-face versus threaded discussions: The role of time and
higher-order thinking. Journal ofAsynchronous Learning Networks, 7(3), 55-65.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Millard, E. (2011). Going the distance. University Business. pp. 34-36, 38-39. Retrieved from
http://www.universitybusiness.com/article/going-distance

Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of engagement in connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 9(2).

MIT News. (2001). MIT to make nearly all course materials available free on the World Wide Web. MIT Press Release. Retrieved from http://web.mit.edu/newsoffice/2001/ocw.html

MIT OCW (2012). Retrieved from http://ocw.mit.edu/index.htm

Moore, M.G. (1989). Three types of interaction. The American Journal of Distance
Education, 3(2), 1-6.

Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.

Morgan, J. (2002). A Journey Towards Increasing Learning Confidence: Health and
Social Care Professionals Learning at a Distance. Unpublished Thesis, University of Southampton.

Morgan, K.R. (2002). Blended learning: A strategic action plan for a new campus.
seminole, FL: University of Central Florida.

Morrison, D. (2013). The ultimate student guide to xMOOCs and CMOOCs. MOOC News and Reviews. Retrieved from http://moocnewsandreviews.com/ultimate-guide-to-xmoocs-and-cmoocso/

Morris, L. V. (2013). MOOCs, Emerging Technologies, and Quality. Innovative Higher Education, 38(4), 251-252.

Murday, K., & Ushida, E. (2002). Student experiences in the language online
project. Paper presented at CALICO 2002, Davis, CA.

Murphy, P. (2003). The hybrid strategy: Blending face-to-face
with virtual instruction to improve large lecture courses. UC TLtC News & Events. Retrieved from
http://www.uctltc.org/news/2002/12/feature.php

Murphy, E. (2004). Recognizing and promoting collaboration in an online asynchronous
discussion. British Journal of Educational Technology, 35(4), 421-431.

Murray, DE (2000) Changing technologies, changing literacy communities? Language
Learning and Technology 4/2: 43–58.

Murray, F. (2001). Use of PowerPoint to increase reading and language skills: A
research-based approach. Eric Document (ED 458 738).

Naeve, A., Lytras, M., Nejdl, W., Blacheff, N., & Hardin, J. (2006). Advances of the
semantic web for e-learning: Expanding learning frontiers. British Journal of education Technology, 37(3), 321-330.

Naidu, S. (2013). “Transforming MOOCs and MOORFAPs into MOOLOs”. Distance Education, 34(3), 253-255.

Nakazawa, K. (2009). Student engagement in online language learning: A case study
examining the online delivery of tertiary language courses. The International
Journal of Learning, 16(7), 405-114.Retrieved from
http://ijl.cgpublisher.com

National Chiao Tung University of Taiwan OCW (2012). Retrieved from http://ocw.nctu.edu.tw/

Neumeier, P. (2005). A closer look at blended learning—parameters for designing a
blended learning environment for language teaching and learning. ReCALL,
17(02), 163-178.

Newcomb, T.M. (1950) Attitude and related concepts. London: Oxford University
Press.

Nicol, M., & Anderson, A. (2000). Computer-assisted vs. teacher-directed teaching of
innumeracy in adults. Journal of Computer-Assisted Learning, 16, 184-192.

Nissenbaum, H., & Walker, D. (1998). A grounded approach to social and ethical
concerns about technology and education. Journal of Educational Computing Research, 19(4),411-432.

Noels, K., Pelletier, L. G., &Vallerand, R. J. (2000). Why are you learning a second
language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85.

Nottingham Trent University. (2010). Nottingham Trent University (NTU) Strategic
Plan 2010-2015. Retrieved from http://www.ntu.ac.uk/about_ntu/document_uploads/102081.pdf

Nunan, T., George, R., & McCausland, H. (2000). Rethinking the ways in which
teaching and learning are supported: The Flexible Learning Centre at the University of South Australia. Journal of Higher Education Policy and Management, 22(1), 85-98.

Oblinger, D. (2003). Boomers, Gen-Xers & Millennials. Understanding the new
students. EDUCAUSE Review, 38(4), 37-47. http://www.educause.edu/ir/library/pdf/ERM0342.pdf

Oh, E., & Park, S. (2009). “How are universities involved in blended instruction?”
Educational Technology & Society, 12 (3).

Oliver, M., & Trigwell, K. (2005). Can “blended learning” be redeemed? E-Learning,
2(1), 17-26.

Olivier, J. (2011) Accommodating and promoting multilingualism through blended
learning, (Upublished PhD thesis) North-West University, Vanderbijlpark.

Online English Language Center (2007). Shaping the Way We Teach English,
University of Oregon. Retrieved from
http://oelp.uoregon.edu/shaping

Orey, M. (2002). One year of online blended learning: Lessons learned. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Sarasota, FL.

Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and
applications. Language Testing, 6, 1-13.

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments, definitions
and directions. The Quarterly Review of Distance Education, 4(3), 227-233. Retrieved from
http://www.editlib.org/p/97576.

Ostashewski, N., & Reid, D. (2012). Delivering a MOOC using a social networking site: the SMOOC Design model. In Proc. IADIS International Conference on Internet Technologies & Society, (2012), 217-220.

O''Toole, J. M., & Absalom, D. J. (2003). The impact of blended learning on student
outcomes: Is there room on the horse for two? Journal of Educational Media, 28(2-3), 179-190.

O''Toole, R. (2013). Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs).

Owston, R. D., Sinclair, M., & Wideman, H. (2008). Blended learning for professional
development: An evaluation of a program for middle school mathematics and science teachers. Teachers College Record, 110(5), 1033−1064.

Owston, R., et al. (2006). Blended learning at Canadian universities: Issues and
practices. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 338-350). San Francisco: Pfeiffer.

Owston, R., Wideman, H., Murphy, J., & Lupshenyuk, D. (2008). Blended teacher
professional development: A synthesis of three program evaluations. The Internet and Higher Education, 11(3-4), 201-210.

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.

Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative
evaluation by teacher, self and peer evaluators. Educational Technology Research
and Development, 57(3), 393-410.

Papanikolaou, K. A., Mabbott, A., Bull, S., & Grigoriadou, M. (2006). Designing
learner-controlled educational interactions based on learning/cognitive style and learner Behaviour. Interacting with Computers, 18(3), 356-384.

Pallof, R. M., & Pratt, K. (2005). Learning together in community: Collaboration
online. Paper presented at the 21st Annual Conference on Distance Teaching & Learning, Madison, WI.

Pappano, L. (2012). The year of the MOOC. The New York Times, ED26.
Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplyingat-a-rapid-pace.html

Parkinson, D., Greene, W., Kim, Y., & Marioni, J. (2003).Emerging themes of student
satisfaction in a traditional course and a blended distance course. TechTrends, 47(4), 22- 28.

Pearsall, J., &Trumble, B. (Eds.) (1996). The Oxford encyclopedic English dictionary
(3rd ed.). New York: Oxford University Press.

Pereira, J., Pleguezuelos, E., Meri, A., Molina-Ros, A., Molina-Tomas, M. & Masdeu,
C. (2007). Effectiveness of using blended learning strategies for teaching and learning in human anatomy. Medical Education, 41 (2), 189-195.

Perera, I. (2010). “What will users expect from virtual learning methods?—A conceptual model to analyze future leaning method enhancements”. US-China Education Review, 7 (11).

Perez Marin, D., Santacruz, L., & Gomez, M. (2012). A proposal for a blended learning
methodology and how to apply it with university students. Procedia - Social and Behavioral Sciences, 46, 5458 – 5462.

Perkins, D. N. (1986). Knowledge as Design. Hillsdale, NJ: Lawrence Erlbaum
Associates. Roakes, S. (1998). The Internet: A Goldmine for Foreign Language Resources.Retrieved from
http://www.call.gov/resource/essays/Internet.htm.

Peşman, H. & Ozdemir, O.F. (2012). Approach–Method interaction: The role of
teaching method on the effect of context-based approach in physics instruction, International Journal of Science Education (IJSE) 14 (34), 2127-2145.

Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and
performance in an online course. Journal of Asynchronous Learning Networks, 6, 21-30.

Picciano, A. G. (2006). “Blended Learning Implication for growth and access”. Journal
of asynchronous learning networks, 10 (3).

Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of
Asynchronous Learning Networks, 13(1), 7-18.

Picciano, A. G., & Seaman, J. (2009). K-12 Online Learning: A 2008 Follow-Up of the
Survey of US School District Administrators. Sloan Consortium. PO Box 1238,
Newburyport, MA 01950.

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York: Riverhead Books.

Pohl, M. (2004). Guidelines for E - learning - Advantages and Disadvantages. In L.
Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, 4827-4830. Chesapeake, VA: AACE. Retrieved from
http://www.editlib.org/p/11761.

Potter, L. & Small, J. (1998). Utilizing computers for reading improvement in a junior
high: A case study. International Journal of Instructional Media, 25, 4, 383‐387.

Precel, K., Eshet-Alkalai, Y., & Alberton, Y. (2009). Pedagogical and design aspects of
a blended learning course. International Review of Research in Open & Distance Learning, 10(2), 1-16.

Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9(5).
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Priluck, R. (2004). Web-assisted courses for business education: An examination of two
sections of Principals of Marketing. Journal of Marketing Education, 26(2), 161-173.

Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The
experience in higher education. Buckingham, UK: Buckingham, UK: The Society for Research into Higher Education and Open University Press.

Purvis, Alison J., Aspden, Liz J., Bannister, Philip W., & Helm, Paul A.
(2011).Assessment strategies to support higher level learning in blendeddelivery .Innovations in Education and Teaching International, 48 (5), , 91–100

Queensland University of Technology (2011). Protocols: Blended Learning.
Retrieved from http://www.ltu.qut.edu.au/curriculum/documents/PLC_blended_learning.pdf

Radford, A. (1997). The future of multimedia in education.
Retrieved from
http://www.firstmonday.org/article/view/560/481

Ramage, T. R. (2002). The “no significant difference” phenomenon: A literature review. e-Journal of Instructional Science and Technology, 5(1), 1-7.

Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Abingdon, UK:
RoutledgeFalmer.

Reay, J. (2001). Blended learning—a fusion for the future. Knowledge Management
Review, 4(3), 6.

Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Allyn and Bacon: Boston.

Reilly, C. (2013). MOOCs deconstructed: variables that affect MOOC success rates. In World Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education (Vol. 2013, No. 1, pp. 1308-1338).

Reynard, R (2007) Hybrid learning: challenges for teachers. THE Journal.
Retrieved from http://thejournal.com/Articles/2007/05/17/Hybrid-Learning-Challenges-forTeachers.aspx

Richardson, J. & Swan, K. (2003). Examining social presence in online courses in
relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks. 7, (1), 68-88.

Richards, J. C. (2010). Competence and performance in language teaching. RELC
Journal, 41(2), 101–122.

Richardson, W (2010) Blogs, Wikis, Podcasts and Other Powerful Web Tools for the
Classroom. Thousand Oaks, Calif: Corwin Press.

Riffell, S.K., & Sibley, D.F. (2003). Student perceptions of a hybrid learning format:
Can online experiences replace traditional lectures? Journal of College Science Teaching, 32, 394-399.

Rivard, R. (201). How to provide open access. Inside Higher Education. Retrieved from http://www.insidehighered.com/news/2013/06/05/publishers-universities-both-prep-open-access-plans

Rob Firmin, Eva Schiorring, John Mitmer, and Terrence Willett, and Sutee
Sujitparapitaya (2013). “Preliminary Summary: SJSU+ Augmented Online
Learning Environment Pilot Project,”

Roblyer, M. D. & Doering, A. H. (2013). Integrating educational technology into
teaching (6th ed). Upper Saddle River, NJ: Pearson Education.

Robb, T. N., & Ercanbrack, J. (1999). A study of the effect of direct test preparation on new window

the TOEIC scores of Japanese university students. Teaching English as a Second or Foreign Language, 3(4), 1-18.

Robinson, R. D. (1995). Helping adults learn and change. Wisconsin: Omnibook Co.

Robison, R. A. (2004). Selected faculty experiences in designing and teaching blended
learning courses at Brigham Young University. Dissertation Abstracts International, 65 (9), 3240. (UMI No. AAT 3147153)

Roblyer, M. D. & Doering, A. H. (2013). Integrating educational technology into
teaching (6th ed). Upper Saddle River, NJ: Pearson Education.

Rodriguez, C. O. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful
and Distinct Course Formats for Massive Open Online Courses. European Journal
of Open, Distance and E-Learning.

Rodriguez, M. A., & Anicete, R. C. R. (2010). Students'' views of a mixed hybrid ecology
course. MERLOT Journal of Online Learning and Teaching, 6(4), 791-798.

Rodriguez, O. (2012). MOOCs and the AI-Stanford like Courses: two successful and
distinct course formats for massive open online courses. European Journal of Open,
Distance, and E-Learning, (2012).

Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open
Online Courses). Open Praxis, 5(1), 67-73.

Robert Zemsky, (2014). "With a MOOC MOOC here and a MOOC MOOC there, here
a MOOC, there a MOOC, everywhere a MOOC MOOC," Journal of General
Education (2014) 63#4 pp. 237-243

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings
on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140.

Rodriguez, M. A., & Anicete, R. C. R. (2010). Students'' views of a mixed hybrid
ecology course. MERLOT Journal of Online Learning and Teaching, 6(4), 791-798. Retrieved from
http://jolt.merlot.org/vol6no4/rodriguez_1210.htm

Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Columbus, OH: Charles Merrill.

Rogers, C. R. (1983). Freedom to learn for the 80s. Columbus, OH: Charles E. Merrill
Publishing Company.

Romiszowski, A. J., & Ravitz, J. (1997). Computer-mediated communication. In C. R.
Dills & A. J. Romiszowski (Eds.), Instructional development paradigms (pp. 745-768). Englewood Cliffs, NJ: Educational Technology Publications.

Rooney, J. E. (2003). Blending learning opportunities to enhance educational
programming and meetings. Association Management, 55(5), 26–32.

Rossett, A. (2002). The ASTD e-learning handbook. New York: McGraw-Hill Singh

Rossett, A., Douglis, F., & Frazee, R. V. (2003). Strategies for building blended
learning. Learning Circuits. Retrieved from http://www.learningcircuits.org/2003/jul2003/rossett.htm

Rourke, L., Anderson, T., Garrison, D. R. & Archer, W. (2001). Assessing social
presence in asynchronous text-based computer conference. Journal of Asynchronous Learning Networks, 5 (2), 1-17.

Rovai, A. P. (2004). “A constructivist approach to online college learning”. Internet and Higher Education, 7.

Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A
comparative analysis with traditional and fully online graduate courses. The
International Review of Research in Open and Distributed Learning, 5(2).

Rovai, A. P., Ponton, M. K., Wighting, M. J., & Baker, J. D. (2007). A comparative
analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6, 413-432.

Rovai, A. P., Wighting, M. J., Baker J. D., and Grooms, L. D. (2009). Development of
an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet and Higher Education, 12, 7-13.

Rovai, A., Barnum, K, (2003) On-Line Course Effectiveness: An Analysis of Student
Interactions and Perceptions of Learning. Journal of Distance Education, 18(2), 57-73.

Rovai, A.P, & Jordan, H.P. (2004). “Blended Learning and Sense of Community: A
comparative analysis with traditional and fully online graduate courses”. International Review of Research in Open and Distance Learning, 5 (2).

Rowntree, D. (1992). Media in Open Learning. Open University, Milton Keynes.

Russell, T. L. (1999). The no significant difference phenomenon. Raleigh, NC: North
Carolina State University Press.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Retrieved from http://www.psych.rochester.edu/SDT/documents/2006_RyanDeci_Self-RegulationProble mofHumanAutonomy.pdf

Sanchez-Vera, M. M., & Prendes-Espinosa, M. P. (2015). Beyond objective testing and
peer assessment: alternative ways of assessment in MOOCs. RUSC., 12(1). pp.
119-130.

Salmon, G. (2002). E-activities: The key to active online learning. London: Kogan Page.

Sandeen, C. (2013). Assessment’s place in the new MOOC world. Research & Practice
in Assessment, 8 (1), 5-12.

Salcedo, C. S (2010). Comparative analysis of learning outcomes in face-to-face foreign
language classes vs. language lab and online. Journal of College Teaching &
Learning, 7(2), 43-54. Retrieved from
http://journals.cluteonline.com/index.php/ TLC

Salmon, G. (2002). E-tivities: The key to active online learning. Kogan Page Limited:
London.

Sands, P. (2002). Inside outside, upside downside: Strategies for connecting online and
face-to- face instruction in hybrid courses. Teaching with Technology Today, 8(6). Retrieved from
http://www.uwsa.edu/ttt/articles/sands2.htm. .

Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and
ﬂuency development: Monitoring, Practice, and proceduralization. Studies in
Second Language Acquisition, 34, 4, 591-626.

Scarino, A., & Liddicoat, A. (2009). Teaching and learning languages: A guide. Melbourne: Curriculum Corporation.

Schwartzman, R., & Tuttle, H. V. (2002). What can online course components teach
about improving instruction and learning? Journal of Instructional Psychology, 29 (3), 179-188.

Seaton, D. T., Bergner, Y., Chuang, I., Mitros, P., & Pritchard, D. E. (2014). Who doeswhat in a massive open online course?. Communications of the ACM, 57(4), 58-65.

Seaton, W.J. (1993). Computer mediated communi¬cation and student self-directed
learning. Open Learning, 8(2). 49-54.

Senior, R. (2010). Connectivity: A framework for understanding effective language
teaching in face-to-face and online learning communities. RELC Journal, 41(2),
137-147.

Sethy, S.S. (2008). “Distance Education in the Age of Globalization: An Overwhelming
Desire towards Blended Learning”. Turkish Online Journal of Distance Education, 9 (3).

Sharma, P and Barrett, B (2007) Blended Learning. Oxford: Macmillan.

Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate
experience of blended learning: A review of UK literature and practice.
Retrieved from
http://www.heacademy.ac.uk/projects/detail/lr_2006_sharpe

Shibley, I., Amaral, K. E., Shank, J. D., & Shibley, L. R. (2011). Designing a blended
course: Using ADDIE to guide instructional design. Journal of College Science
Teaching, 40(6), 80-85. Retrieved from ERIC database. (EJ963648).

Shih, R.-C. (2010). Blended learning using videobased blogs: Public speaking for
English as a second language students. Australasian Journal of Educational
Technology, 26(6), 883-897. Retrieved from
http://www.ascilite.org.au/ajet

Shirky, C. (2012). Napster, Udacity, and the academy [Web log post].
Retrieved from http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/

Short, J. A., Williams, E. & Christie, B. (1976). The Social Psychology of
Telecommunications. Wiley, London.

Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning.
Centra Software. Retrieved from hptt://www.centra.com/download/whitepapers/blendedlearning.pdf

Slevin, J. (2008). E-learning and the transformation of social interaction in higher
education. Learning, Media, & Technology, 33, 115-126.

Sloan-C. (2004). The First Sloan-C Invitational Workshop on Blending Learning
and Higher Education. Retrieved from http://www.uic.edu/depts/oee/blended/findings.htm

Smelser, L. M. (2002). Making connections in our classrooms: Online
and off. Paper presented at the Annual Meeting of the Conference on College Composition and Communication, Chicago.

So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social
presence and satisfaction in a blended learning environment: Relationships and
critical factors. Computers & Education, 51(1), 318-336.

Solem, M., Bell, S., Fournier, E., Gillepsie, C., Lewitsky, M. & Lockton, H. (2003)
Using the internet to support international collaborations for global geography education, Journal of Geography in Higher Education, 27(3), pp. 239–253.

Solomon, G and Schrum, L (2010) How 2, Web 2: How to for Educators. Eugene, OR:
International Society for Technology in Education.

Song, H. (2010). Preface. In H. Song (Ed.) Distance learning technology, current
instruction, and the future of education: Applications of today, practices of tomorrow (xiii-xv). Hershey, PA: Information Science Reference.

Song, L., & Hill, J. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from
http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf

Sparrow, L., Sparrow, H. & Swan, P. (2000). Student centred learning: Is it possible? In A. Herrmann & M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, Perth: Curtin University of Technology. Available http://cleo.murdoch.edu.au/confs/tlf/tlf2000/sparrow.html.

Spencer, D.H., & Jago, I.E. (1951).The importance of interest in language learning. ELT Journal, 5(4), 130-136.

Spika, P. (2002). Approximately “real world” learning with the hybrid model. Teaching
with Technology Today, Retrieved from http://www.uwsa.edu/ttt/articles/spilka.htm

Spilka, R. (2002). Approximately “real world” learning with the hybrid
model. Teaching with Technology Today, 8 (6). Retrieved from
http://www.uwsa.edu/ttt/articles/spilka.htm

Stacey, E., & Gerbic, P. (2007). Teaching for blended learning––Research perspectives
from on-campus and distance students. Education and information technologies,
12(3), 165-174.

Stacey, E., & Gerbic, P. (2008). Success factors for blended learning. Hello! Where are
you in the landscape of educational technology? Proceedings ascilite Melbourne
2008, 964-968.

Stake, R. E. (2000). Case studies. In N. K. Denzin& Y. S. Lincoln (Eds.), Handbook of
Qualitative Research (2nd ed.) (pp.435-454). Thousand Oaks, CA: Sage.

Stansbury, M. (2013). New ed-tech bill supports digital learning, Common Core. eSchool News. Retrieved from http://www.eschoolnews.com/2013/02/15/new-ed-tech-bill-supports-digital-learning-com mon-core/print/

Stein, D. (2004). Course structure: Most important factor in student
satisfaction. Distance Education Report, 8 (3), 4. Retrieved from EBSCO Host database.

Stein, K. (2013). Penn GSE study shows MOOCs have relatively few active users, with only a few persisting to course end. Press release, University of Pennsylvania Graduate School of Education.

Steve Kolowich (2013). "Competing MOOC Providers Expand into New
Territory—and Each Other''s" (blog by expert journalist). The Chronicle of Higher
Education.

Stone, M. T., & Perumean-Chaney, S. (2011). The benefits of online teaching for
traditional classroom pedagogy: A case study for improving face-to-face instruction. MERLOT Journal of Online Learning and Teaching, 7(3), 393-400. Retrieved from
http://jolt.merlot.org/vol7no3/stone_0911.htm

Story, A. E., &DiElsi, J. (2003). Community building easier in blended format?
Distance Education Report, 7 (11), 2, 7. Retrieved from WilsonWeb database.

Strambi, A., & Bouvet, E. (2003). Flexibility and interaction at a distance: A
mixed-mode environment for language learning. Language, Learning, & Technology, 7 (3), 81-102. Retrieved from InfoTrac database.

Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and
procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

Stubbs, M., Martin, I., & Endlar, L. (2006) .The structuration of blended learning:
putting holistic design principles into practice. British Journal of Educational Technology, 37 (2).

Sytnonds, W.C. (2003). Cash-cow universities. Business Week, 71-74.

Stacey, Elizabeth and Gerbic, Philippa (2008). Success factors for blended learning.
Proceedings ascilite Melbourne 2008: 964-968

Tabor, S. W. (2007). Narrowing the distance: Implementing a hybrid learning model for information security education. Quarterly Review of Distance Education, 8(1), 47-57.

Talbert, R. (2012). Screencasting for the inverted proofs class [Web log post].
Retrieved from http://www.chronicle.com/blognetwork/castingoutnines/2012/07/13/screencasting-for-the-invertedproofs-class/

Tam, M. (2000). Constructivism, instructional design, and technology: Implications for
transforming distance learning. Educational Technology & Society, 3(2), 50-60. Retrieved from
http://www.ifets.info/journals/3_2/tam.html

Tan, S., Yeo, A. & Lim, W. (2005). Changing epistemology of science learning through
inquiry with computer-supported collaborative learning. Journal of Computers in Mathematics and Science Teaching, 24 (4), 367-386.

Tayebinik, M. (2009). “The Effect of Learning Style and Motivation on EFL
Achievement Test in Virtual Learning Environments”. MA dissertation, Payame Noor University, Tehran.

Taylor, J. A., & Newton, D. (2013). Beyond blended learning: A case study of
institutional change at an Australian regional university. Internet and Higher Education, 18, 54 – 60. http://dx.doi.org/10.1016/j.iheduc.2012.10.003

Tess, P. A. (2013). The role of social media in higher education classes (real and
virtual) – A literature review. Computers in Human Behaviour, 29, A60–A68. http://dx.doi.org/10.1016/j.chb.2012.12.032

Thompson, D. (Ed.) (1996). The Oxford modern English dictionary (2nd ed.). New
York: Oxford University Press.

Thomson, I. (2002). Thomson job impact study: The next generation of corporate
learning. Retrieved from
http://www.netg.com/DemosAndDownloads/Downloads/ JobImpact.

Thorne, K. (2003). Blended learning: How to integrate online and traditional learning,
London: Kogan Page.

TOEIC (2003). The measure of success. Retrieved from
http://www.toeic.com/2tests. html.

TOEIC (2007). News. Retrieved from
http://www.ets.org/portal/site/ets/menuitem.fab 2360b1645a1de9b3a0779f1751509/?vgnextoid=06cfd898c84f4010VgnVCM10000022f95190R CRD.

Toman,N., Leahy, J., & Caldwell, J. (2005) The learning culture of students in
contemporary mass higher education. Proceedings of 3rd International Conference — What a Difference a Pedagogy Makes.

Topping, K. (1998). Peer assessment between students in colleges and universities.
Review of Educational Research, 68, 3, 249-276.

Toth, M. J., Amrein-Beardsley, A., & Foulger, T. S. (2010). Changing delivery
methods, changing practices: Exploring instructional practices in face-to-face and hybrid courses. MERLOT Journal of Online Learning and Teaching, 6(3), 617-633. Retrieved from
http://jolt.merlot.org/vol6no3/toth_0910.htm

Tovar, E. (2010). OCW consortium: Learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses: Special session. Proceedings of the Education Engineering (pp. 1655-1656).

Trasler, J. (2002). Effective learning depends on the blend. Industrial and Commercial
Training, 34(5), 191-195.

Trowler, V. & Trowler, P. (2010). Student engagement executive summary. The Higher
Education Academy

Truman-Davis, B., Futch, L., Thompson, K., &Yonekura, F. (2000). Support for online
teaching and learning [Electronic version]. Educause Quarterly, 23 (2),44-51.

Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). “Assessing the Acceptance of
a Blended Learning University Course”. Educational Technology & Society, 14 (2), 224–235.

Tu, C. H. & McIsaac, M. S. (2002). The relationship of social presence and interaction
in online classes. The American Journal of Distance Education, 16(3), 131-150.

Tu, C. H. (2002a). The measurement of social presence in an online learning
environment; International Journal on E-Learning, 1(2), 34-35.

Tu, C. H. (2002b). The impacts of text-based CMC on online social presence. The
Journal of Interactive Online Learning, 1(2) 1-24.

Tucker, C. R. (2012). Blended Learning in Grades 4-12: Leveraging the Power of
Technology to Create Student- Centered Classrooms. Corwin Publication.

Tufts OpenCourseWare (2012). Retrieved from
http://ocw.tufts.edu/

Twigg, C. A. (2003a). Improving learning and reducing costs: Lessons learned from
Round 1 of the Pew grant program in course redesign. Troy, NY: Center for Academic Transformation. Retrieved from http://www.thencat.org/PCR/R1Lessons.html

Twigg, C. A. (2003b). Improving learning and reducing costs: New models for online
learning. EDUCAUSE Review, 38(5), 28-38. Retrieved from http://net.educause.edu/ir/library/pdf/ ERM0352.pdf

Twigg, C.A. (1999). Improving learning & reducing costs: Redesigning
large-enrollment courses.National Centre forAcademic Transformation.
Retrieved from
http://thencat.org/Monographs/mono1.pdf

Ugur, B., Akkoyunlu, B., & Kurbanoglu, S. (2011). Students’ opinions on blended
learning and its implementation in terms of their learning styles. Education and Information Technologies, 16(1), 5-23.

University of Tokyo OCW (2012). Retrieved from
http://ocw.u-tokyo.ac.jp/

Usta, E. (2007). Blended Learning and Online Learning Environments: The Effect of
Academic Success and satisfaction. Unpublished Doctorate Dissertation. Ankara: Gazi University. Graduate School of Eigitim.

Usta, E., & Ozdemir, S.M. (2007). “An Analysis of Students'' Opinions about Blended
Learning Environment”. Retrieved from: http://eric.ed.gov.

Utah State University OpenCourseWare (2012). Retrieved from
http://ocw.usu.edu/

Utts, J., Sommer, B., Acredolo, C., Maher, W. M., & Matthews R. H. (2003). A study
comparing traditional and hybrid internet-based instruction in introductory statistics classes. Journal of Statistics, 11(3).

Vaezi, Z .(2008). Language Learning Motivation among Iranian Undergraduate
Students. World Applied Sciences Journal, 5 (1), 54-61, 2008.

Vlachopoulos, P., & Cowan, J. (2010). Choices of approaches in e-moderation: Conclusions from a grounded theory study. Active Learning in Higher Education, 11(3), 213-224.

Valiathan, P. (2002). “Blended learning models.” Learning Circuits.
Retrieved from
http//www.learningcircuits.org/2002/aug2002/valiathan.html

Vamosi, A. R., Pierce, B. G., & Slotkin, M. H. (2004). Distance learning in an
accounting principles course – Student satisfaction and perceptions of efficacy.Journal of Education for Business,79, 360–366.

Vaughan, N. D. (2007). Perspectives on blended learning in higher education.
International Journal on E-Learning, 6(1), 81-94. Retrieved from EdITLib Digital Library. (6310)

Vernadakis, N., Antoniou, P., Giannousi, M., Zetou, E. & Kioumourtzoglou, E. (2011). Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education. Computers & Education, 56(1), 188-199.

Vest, C. (2001). MIT to make nearly all course materials available free on the World Wide Web. MIT News. Retrieved from http://web.mit.edu/newsoffice/2001/ocw.html

Vignare, K., Dziuban, C., Moskal, P., Luby, R., Roldan, R.S., & Wood, S.(2005).
“Blended Learning Review of Research: An Annotative Bibliography”.
Retrieved from
http://www.uic.edu.

Voos, R. (2003). Blended learning – what is it and where might it take us? Sloan-C
View, 2(1), 3-5. Retrieved fromhttp://www.sloan-c.org/publications/view/v2n1/blended1.htm

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (2008). Mind in society. Cambridge, MA: Harvard University Press.

William G. Bowen, Matthew M. Chingos, Kelly A. Lack, & Thomas I. Nygren (2012).
Interactive Learning Online at Public Universities: Evidence from Randomized
Trials. Ithaka S+R.

Williams, J. and Chinn, S. J. (2009). Using Web 2.0 to support the active learning
experience. Journal of Information Systems Education, 20(2), 165-174.

Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT

Waldrop, M. Mitchell; Nature magazine (2013). "Massive Open Online
Courses, aka MOOCs, Transform Higher Education and Science." Scientific
American.

Waks, L. J. (2013). Education 2.0: The learningweb revolution and the transformation of the school. Builder, CO: Paradigm Publishers.

Wang, M. J. (2010). Online collaboration and offline interaction between students using
asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6), 830-846. http://www.ascilite.org.au/ajet/ajet26/wang.html

Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on
students'' learning behaviours and performance: Report from a large blended
classroom. British Journal of Educational Technology, 40(4), 673-695.

Wang, X. C., Kanfer, A., Hinn, D. M., & Arvan, L. (2001). Stretching the boundaries:
Using ALN to reach on-campus students during an off- campus summer session. Journal of Asynchronous Learning Networks, 5(1), 1–20.

Ward, J., & LaBranche, G. A. (2003). Blended learning: The convergence of e-learning
and meetings. Franchising World, 35(4), 22–23.

Warschauer, M. (1996). Computer-Assisted Language Learning: An introduction. In S.
Fotos (Ed.) Multimedia Language Teaching (3-20), Tokyo: Logos International.

Watters, A. (2012). Dropping out of MOOCs. Is it really OK? Inside Higher Ed.
Retrieved from
http://www.insidehighered.com/blogs/hack-higher-education/dropping-out-moocs-it-really-okay

Wedemeyer, C. A. (1981). Learning at the back door: Reflections on nontraditional learning in the lifespan. Madison, WI: University of Wisconsin Press.
Weller, M. (2011). The digitalsScholar. How technology is transforming academic practice. Bloomsbury Academic.

Welker, J., & Berardino, L., (2006). Blended learning: Understanding the middle
ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34(1), 33-55.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press, Cambridge.

Wenger, E. (2011). Learning in and across landscapes of practice. Presentation to Lancaster University Management School. Retrieved from http://www.lancs.ac.uk/celt/celtweb/ewenger

Wentling, T. L., Waight, C., Gallaher, J., La Fleur, J., Wang, C., & Kanfer, A. (2000).
E-learning - A review of literature. Champaign, IL: National Center for Supercomputing Applications, University of Illinois at Urbana-Champaign. Retrieved from
http://www.webcitation.org/5lhzilhz1

Wernet, S. P., Olliges, R. H., &Delicath, T. A. (2000). Post-course evaluations of
WebCT (Web course tools) classes by social work students. Research on Social Work Practice, 10 (4), 487-504.

Willett, H. G. (2002). Not one or the other but both: Hybrid course delivery using
WebCT. The Electronic Library, 20 (5), 413-419.

Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly
expanding field. Journal of Further and Higher Education, 26(3), 263-272.

Williams, H. & Williams, P. (2000). Integrating reading and computers: an approach to improve ESL students reading skills. Reading Improvement, 37, 3, 98‐100.

Williams, N. A., Bland, W., & Christie, G. (2008). Improving student achievement and
satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43-50.

Wilson, K. M. (1993). Relating TOEIC scores to oral proficiency interview ratings.
Princeton NJ: Educational Testing Service.

Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: A
Multi-institutional study [Electronic version]. Educause Quarterly, 27(1), 26-35.

Williams, R., Mackness, J., & Gumtau, S. (2012). Footprints of emergence. IRRODL.
Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1267

Whyte, S. (2011). Learning theory and technology in university foreign language
education: The case of French universities. Arts and Humanities in Higher
Education, 10(2), 213-234.

Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning
positively affects students'' satisfaction and the role of the tutor in the problem-based learning process: Results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725-738.

Woodford, P. E. (1982) An Introduction to TOEIC: The Initial Validation Survey. Princeton NJ: Educational Testing Service.

Woodley, C., & Pearce, A. (2007). A toolkit for internationalizing the curriculum at
VU. Retrieved from
http://tls.vu.edu.au/vucollege/staff/internationalisation.html

Yakimovicz, A.D., & Murphy, KL. (1995). Constructivism and collaboration on the
internet: Case study of a graduate class experience. Computers & Education, 24(3), 203-209.

Yang, Y., Wang, Q., Woo, H. L., & Quek, C. L. (2011). Using Facebook for teaching
and learning: A review of the literature. International Journal of Continuing Engineering Education and Life-Long Learning, 21(1), 72–86.

Yen, J.-C., & Lee, C.-Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers & Education, 56(1), 138-145.

Yigit, Y. & Ozden, M. Y. (1999). Learning the Internet through the Internet: A case
study. Proceedings of WebNet 99 - World Conference on the WWW and Internet. Charlottesville, VA: Association for the Advancement of Computing in Education,1635-1636.

Yildiz, S. (2009). Social Presence in the Web-Based classroom: Implications for
intercultural communication. Journal of Studies in International Education. 13, 46-67.

Yılmaz, M.B. & Orhan, F. (2010). Pre-service English teachers in blended learning
environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology –TOJET, 9(1), 157- 158.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks,
CA: Sage.

Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and
online instruction. Chronicle of Higher Education, 48(28), A33. Retrieved from http://chronicle.com/free/v48/i28/28a03301.htm

Young, J. R. (2012). A conversation with Bill Gates about the future of higher education. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/A-Conversation-With-Bill-Gates/132591/

Young, M. F. (1993). Instructional design for situated learning. Educational
Technology Research and Development, 41(1) 43-58.

Yousef, A. M.et al (2014). MOOCs - A Review of the State-of-the-Art. In Proc. CSEDU
2014 conference, Vol. 3, pp. 9-20. INSTICC, 2014.

Yousef, A. et al (2015). The Effect of Peer Assessment Rubrics on Learners'' Satisfaction
and Performance Within a Blended MOOC Environment, &th International
Conference on Computer Supported Education,

Yousef, A. M. et al (2015). A Cluster Analysis of MOOC Stakeholder Perspectives.
RUSC. Universities and Knowledge Society Journal, 12(1), 74-90.

Yuan, Li, & Stephen Powell (2013). MOOCs and Open Education: Implications for
Higher Education White Paper. University of Bolton: CETIS.

Yuen, A.H.K. (2010). “Blended learning in Higher Education: An Exploration of
Teaching Approaches”. Proceedings of the 18th International Conference on Computers in Education.

Zemsky, R. (2014). "With a MOOC MOOC here and a MOOC MOOC there, here
MOOC, there a MOOC, everywhere a MOOC MOOC," Journal of General
Education, 63(4), pp. 237-243.

Ziegler, M., Paulus, T., & Woodside, M. (2006). Creating a climate of engagement in a
blended learning environment. Journal of Interactive Learning Research, 17(3), 295-318.

Zhang, D., Zhou, L., Briggs, R. O., & Jr. J. F. N. (2006). Instructional video in
e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27.

Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four
asynchronous online discussions. Instructional Science, 34, 451-480.

Zhu, E., Kaplan, M. (2011).Technology and Teaching In W.J. McKeachie (Ed.),
McKeachie’s Teaching Tips (pp. 325-237). Belmont, CA: Wadsworth Cengage Learning.

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	因材網互動式學習模式融入數學學習扶助教學之研究
2.	疫情停課時期的遠距體育教學：來自北部國小的案例研究
3.	應用自主學習循環模式於遠距學習成效之研究--以成人終身學習環境為例
4.	遠距教學中自主學習的可能與問題之研究
5.	家長對COVID-19疫情下南投縣國小學童線上學習之反應調查
6.	疫情期間學生線上學習成效不佳之困境分析--以失能家庭之弱勢學生為例
7.	照顧服務員職前訓練之線上與實體課程學習滿意度及學習成效比較
8.	Aula Invertida Para un Curso de Español en Taiwán: Estudio y Análisis
9.	非同步華語文遠距教學之學習成效評估
10.	自主學習理論應用於大學英語課程設計之研究--以中部某大學為例
11.	遠距華語文同步線上課程「學習環境」影響學習成效之探討--以韓國同德女子大學線上華語課程為例
12.	利用討論教學法比較遠距教學與實體教學對學習成效之影響
13.	混合式學習應用於實務型課程之學習成效研究：以「編輯設計與實務」課程為例
14.	英文情境教學融入籃球校隊訓練對學習投入影響之行動研究
15.	磨課師融入課程學生自主學習之行動研究：逢甲大學財政學課程融入磨課師之案例

1.	五專學生參與線上課程學習成效相關因素研究
2.	以科技接收模式探討繪本產業人員技能培訓的遠距教學之研究—以陳璐茜Lucy想像力開發教室為案例
3.	基於學習成效的高校混合式學習模式之研究
4.	德語學習者線上與非線上自我調控學習與學習成效之比較研究

無相關書籍

無相關著作

1.	數位落差、數位機會與數位包容之關聯性研究
2.	臺灣華語課程在印度之滿意度調查--兼論疫情後線上學習及印中對峙之影響
3.	Ideas, Practices, Criticisms, and Implications of MOOCs as a New Path for Eco-friendly Pedagogy
4.	「不一樣的老師，不一樣的教與學！」線上華語課程的建構與教學
5.	臺灣科技從業人員線上學習準備度之初探
6.	照顧服務員職前訓練之線上與實體課程學習滿意度及學習成效比較
7.	COVID-19疫情期間教育研究的文獻計量分析
8.	真人線上會話課程對於英語主修大一學生英語溝通能力之影響
9.	Relating Students' Perceptions of Web-Based Homework to Epistemic Beliefs
10.	我國線上學習平臺使用現況之研究--以高等教育MOOCs為例
11.	在COVID-19疫情下自我導向學習策略和態度對於線上學習認知疲乏、全神貫注與感知學習效果之相關性研究--以大學生為例

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫