本研究旨在探討不同時間比例之混成學習在高職專業科目『電子學』的教學成效，同時探討不同學習風格的學生，在不同時間比例的混成教學中，何者具最佳學習成效。實驗結果將對現階段的混成學習策略提出改進建議。
本研究採用不等組的準實驗研究法，以台北市某高職控制科一年級兩班學生作為實驗對象，其中一班從頭到尾均以傳統講述法上課，另一班則分三個階段，分別以3:1、2:1、1:1時間比例對學生進行混成教學實驗。實驗組按照學習風格又分為四組，以觀察不同學習風格的學生在不同比例的混成學習中學習成效的差異。
經過一個學期共18週的實驗教學。於三次段考前後，對實驗組與控制組學生實施『學前測驗』與『學後測驗』。測驗後經統計分析其教學成效，發現兩組學生的學習成效差異達到顯著水準。同時，在學生學習進步率的面向中，以2:1的混成學習模式具最佳效果，其次1:1，再次3:1。而在學習風格面向中，以同化者在2:1的混成學習模式具有最佳效果。因此，證實採用以2:1混成教學模式的教學成效，確實優於傳統式的教學模式，特別對於具有同化者學習風格的學生成效最好。

The purpose of this study is to investigate the different time proportion of blended learning effectiveness ofteaching and learning in the vocational electronics subject. At the same time to investigate the different learning styles of students who study in the proportion of blended learning in different time. Experimental results blended learning strategy at this stage
will be to make recommendations for improvement.

We use nonequivalent groups quasi-experimental research design in this study and implementing blended learning strategy in two class student who studying in the taipei vocational control division first grade. One of classes from start to finish were implemented traditional teaching, the other classes students were implemented 3:1、2:1、1:1 time proportion of blended learning experiments. The experimental group was divided into four groups according to the learning style differences in order to observe the effectiveness of the different learning styles of students learning in a blended
learning in different proportions.

After a semester of 18 weeks of experimental teaching. Students in the experimental group and the control group have three monthly tests which pre-test and post-test.After testing, we statistics to analyze the effectiveness of teaching and learning, and found that the effectiveness of the two groups of students learning differences reached the level of significance and 2:1 get the best results then 2:1 and 1:1 blended learning strategy.Student who was assimilator learning style get the best outcome in 2:1 time proportion of blended learning. Therefore, it is confirmed the effectiveness of teaching and learning in a 2:1 blended learning mode, and indeed better than the traditional teaching mode, particularly for the effectiveness of the assimilator learning style of students best.

王士豪（2005）。混合式英語閱讀課程於高等教育之設計與實施。未出版碩士論文，淡江大學教育科技學系碩士班，臺北縣。
王少芳（2009）。Blending Learning：傳統學習方式和E-Learning的優勢整合。中國遠程教育雜誌社。2011年12月18日，取自http://tw.babelfish.yahoo.com/translate_url?doit=done&tt=url&trurl=http%3A%2F%2Fwww.ourelearning.com%2F2009%2F03%2F09444311547.html&lp=zh_zt&.intl=tw&fr=yfp。
王新昌（2009）。探討不同混成學習模式與成就水準對於合作技巧、學習滿意度及學習態度之影響－以國小五年級學生專題學習為例。未出版碩士論文，國立臺南大學教育學系科技發展與傳播碩士班，臺南市。
何克抗（2004）。從 Blended Learning 看教育技術理論的發展（下）。中國電化教育，頁10 -11。
何思甸（2008）。混成學習環境之研究－以微軟Tech-Ed為例。未出版碩士論文，世新大學資訊傳播學研究所(含碩專班)，臺北市。
何源成(2008)。混成學習在企業訓練的運用。國立彰化師範大學技職管理研究所論文。
余民寧(2011)，教育測驗與評量-成就測驗與教學評量，第11章，台北：心理出版社．
余鑑、于俊傑、廖珮妏（2009）。TPM學習網建置模式—以混成學習、知識社群為核心。國立臺灣師範大學科技應用與人力資源發展學系。
吳煌壬、陳茂璋 (2007),「數位邏輯活力旺」－高職實習課程混成學習方案, 查詢日期：2011年12月5日，檢自http://aca4.saihs.edu.tw/pps/download/行動研究成果集/9603/8309.doc.
呂姿瑤（2008）。混成學習運用於護理課程學生學習成效之研究-以專業與倫理課程為例。未出版碩士論文，國立臺北護理學院醫護教育研究所，臺北市。
游森期、余民寧(2006)。知識結構診斷與S-P表之關聯性研究，教育與心理研究，29卷1期，P.183~208。
李永山、劉錫標、吳彥霖(2007)。實體教育訓練與數位學習整合模式之研究—以臺灣郵政為例，銘傳大學資訊管理學系碩士在職專班碩士論文，台北市。
沈宗誠（2008）。行動學習用於職業訓練課程之適用性分析。未出版碩士論文，長庚大學資訊管理學研究所，桃園縣。
周恆甫（2004）。台灣地區網路媒體 Blog 發展與應用之初探研究─以「交通大學無名小站」為例。國立台灣藝術大學應用媒體藝術研究所碩士論文。
周貞宜(2012) 。混成學習與實體課程學習成效比較－以C公司內部講師訓為例。高雄師範大學人力與知識管理研究碩士論文，未出版，高雄市。
林俊成（2006）。網路學習環境中混合同步教學模式之探討。未出版碩士論文，國立中山大學資訊管理學系研究所，高雄市。
林新鑫（2008）。網路電視環境下混成學習課程之研究－以L公司為例。未出版碩士論文，世新大學資訊傳播學研究所(含碩專班)，臺北市。
林麗琳（1995）。國小資優班與普通班學生學習風格、學習適應與學業成就關係之研究。國立台南師範學院初等教育研究所碩士學位論文，未出版，台南市。
胡恆華（2008）。中小學教師數位典藏融入教學網路研習混合課程設計與評鑑。未出版碩士論文，淡江大學教育科技學系碩士在職專班，臺北縣。
張大明（2009）。應用複雜學習教學設計於傳統教學與線上教學學習成效之研究。未出版碩士論文，淡江大學教育科技學系碩士在職專班，臺北縣。
張文芬（2003）。國小高年級學童之學習風格與科學問題解決能力之研究。屏東師範學院數理教育研究所碩士學位論文，未出版，屏東市。
張文華（2004）。同步網路合作學習中學習風格對國小學童學習之影響。臺南師範學院資訊教育研究所碩士學位論文，未出版，台南市。
張玉茹(2009)。混成學習對大學生研究計畫寫作態度、寫作品質與班級氣氛的影響。教育科學研究期刊 第五十四卷第一期，54（1），143-177
張春興（1995）。教育心理學：三化取向的理論與實踐。台北市：東華。
張鈞閔（2003）。導入「混成學習模式之研究-以海洋生物紙雕美勞為例」。未出版碩士論文，中國文化大學資訊管理研究所碩士在職專班，臺北市。
教育部（2009）。年度施政方針。2012年11月8日，取自http://www.edu.tw/secretary/content.aspx?site_content_sn=905
莊謙本、鄭斌用、簡惠娟、黃議正、謝念慈（2012）。不同混和比例學習以S-P分析。International Journal of Information Technology & Computer Science ( IJITCS )。頁 143 - 151。
郭盈芝（2006）。數位學習混合方式對學習成效影響之探討：以「教育部離島及偏遠地區遠距教學培訓計畫」為例。未出版碩士論文，淡江大學教育科技學系碩士班，臺北縣。
郭重吉（1987）。英美等國晚近對學生學習風格之研究。資優教育季刊，22，2-8。
陳育民(2003)。學習風格與學習模式對中學生電子化學習成效之影響。國立中正大學資訊管理學系碩士論文，未出版，嘉義市。
陳姿伶（2005）。混合教學推動策略之研究-以地方公務人員訓練為例。行政院人事行政局地方行政研習中心委託研究。
陳姿伶（2008）。混成學習：檢視現在、展望未來。游於藝電子報，89。
陳姿伶（2008）。善用混成學習創新農業推廣工作方法。農業推廣文彙53: 181-195
陳姿伶（2009）。淺談混成學習與Web2.0非正式學習的接軌。游於藝電子報，91。
陳惠文（2006）。線上學習導入課堂教學之學習成效。網路社會學通訊期刊，56。2012年 11月 20 日，取自http://www.nhu.edu.tw/~society/e-j/56/56-06.htm
陳綱徽（2009）。國中在家教育癌症學生數學混成學習方案之發展與成效。未出版碩士論文，高雄師範大學特殊教育學系，高雄市。
陳錦章、王興芳（2006）。混成學習：一種舊瓶裝新酒的學習環境。教育資料與研究雙月刊，69，頁284 。
章美蘭(2011) 。微型數位學習實體與部落格混成學習成效分析之研究。世新大學資訊管理學研究所碩士論文，未出版，台北市。
曾綉惠(2012)。應用混成學習模式於新移民數位教育課程之研究。高雄師範大學成人教育研究所碩士論文，未出版，高雄市。
游光昭　林坤誼（2007）。數學、科學、科技統整課程對不同學習風格學習者在學習成效上之影響。教育研究學報，第41卷第1期：1－16
游政男（2001）。學習風格與超媒體網頁架構方式對學習鐘擺週期之影響。國立東華大學教育研究所碩士論文，未出版，花蓮市。
游森期、余民寧(2006)：知識結構診斷評量與S-P表之關連性研究。教育與心理研究，29(1)，183-208。
黃世豐（2008）。混成學習與資訊融入模式對於國小學童直笛學習成效和態度之影響。未出版碩士論文，立德大學資訊傳播研究所，臺南市。
黃玉枝（1991）。國中資優學生與普通學生學習風格及學校適應之比較研究。台北市，國立台灣師範大學特殊教育研究所碩士論文，未出版。
黃奕禎（2003）。IT導入教學的電子化程度與學習風格對學習成就之影響─以國民小學自然科技領域為例。國立中正大學資訊管理研究所碩士論文，未出版，嘉義縣。
黃盟升（2006）。影響傳統教室與網路同步教室混成學習環境之互動因素探討。高雄市，國立中山大學資訊管理研究所碩士論文，未出版。
資策會(2012),2012台灣上網人口數,查詢日期2012年12月28日,檢自http://www.find.org.tw/find/home.aspx?page=many&id=314
鄒景平（2007）。混成學習的策略與應用實務。T&D飛訊，62，頁2。
鄒景平（2007）。混成學習的策略與應用實務。訓練與發展，62，1-29。
趙小嬅（2008）。元件化內容建構模式於企業教育訓練之應用研究。未出版碩士論文，國立交通大學資訊學院碩士在職專班數位圖書資訊組，新竹市。
劉世雄（2009）。大學網路混成學習之學習過程分析。教育資料與研究雙月刊，86，頁125-144。
劉鼎昱（2007）。網路學習環境之互動性對大學課程學習成效之影響。嘉南學報，33，頁431。
蔡郁薇（2008）。混成學習之部落格教學對互動及學習滿意度的影響。國立中正大學電訊傳播研究所碩士論文，未出版，嘉義市。
蔡淑薇（2004）。高中職學生學習風格、自我調整學習與學業成就之關係。彰化師範大學輔導與諮商系碩士論文，未出版，彰化市。
蔡華華、張雅萍(2007) 學習動機對學習成效之影響－以領導行為為干擾變數。中華管理學報 8(4): 1-18。
鄭依玲（2008）。自我導向學習傾向、資訊素養與混成學習成效之關係-以臺糖公司為例。未出版碩士論文，南臺科技大學技職教育與人力資源發展研究所，臺南縣。
賴穎儀（2009）。合作學習在混成學習環境中之成效及動機研究－以大一剪輯單元為例。未出版碩士論文，國立臺北教育大學教育傳播與科技研究所，臺北市。
謝宗叡(2009)。淺談混成學習。未出版，國立台南大學科技發展與傳播碩士論文，臺南市。
謝麗菁（1994）。認知特質與訓練型態對資訊系統使用者學習績效之影響－以文書處理系統為例。淡江大學資訊管理研究所碩士論文，未出版，台北縣。
簡綜男（1999）。互動式多媒體輔助教材在電腦教學之學習成效影響研究。中央大學資訊管理研究所碩士論文，未出版，桃園縣。
蘇文華（2007）。混成學習方案設計與實務。行政院人事行政總處公務人力發展中心游於藝電子報。
Alan Foley & Heng Luo(2012), Developing Web Prototypes for Mobile-Learning Design Research,International Journal of Mobile and Blended Learning, 4(1), 31-44.
Anna Wingkvist & Morgan Ericsson(2011),A Survey of Research Methods and Purposes in Mobile Learning,International Journal of Mobile and Blended Learning, 3(1), 1-17.
Armstrong, T. (1987). In their own way: Discovering and encouraging your child’s personal learning style. New York: Tarcher/Putnam.
Barr,R.B.,&Tagg, J.(1995).From Teaching to Learning:A New Paradigm for Undergraduate Education,Chang,27,12-25.
Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned,San Francisco, CA: Pfeiffer.
Bersin,& Associates (2003). Blended learning: What works?RetrievedSeptember 10, 2012, from http://www.e-learningguru.com/wpapers/blended_bersin.doc.
Bostrom, R.P., Olfman, L., & Sein, M. K. (1990).The Importance of Learning Style in End User Training.MIS Quarterly, 14(1), 101-119
Briggs-Myers, I. (1993). Introduction to type (5th ed.). Palo Alto, CA: Consulting Psychologists press.
Canfield, A. A. (1988). Canfield learning styles inventory manuaul. LA: Western Psychological Services.
Clarina, R. B., & Smith, L. (1988). Learning style shifts in computer-assisted instructional settings.ERIC Document Reproduction Service,No. ED 295 796.
Claxton, C. B., & Ralston, Y. (1978).Learning style: Their impact on teaching and administration.AAHE-ERIC/Higher Eduction Research Report,No. 10.
Collis, B., Margaryan, A., & Cooke, A. (2004).Activity-based blended learning, Human Resource Development International, 7(2): 265-274
Curry, L. (1987). Integrating concepts of cognitive learning style: A review with attention to psychometric standards.Ontario, Canada: Canadian College of Health Service Executives.
Curry, L. (1991). Patterns of Learning Styles Across Selected Medical Specialties. Educational Psychology, 11(3/4), 247-277.
Dunn, R. (1983). Can students identify their own learning style?,Educational Leadership, 40(5), 60-62.
Dunn, R. (1993). Learning style of the multiculturally diverse.Emergency Librarian, 20(4), 24-32.
Dunn, R., & Dunn, K. (1978). Teaching students through their individual learningstyles: A Practical approach. Reston, Virginia: Prentice Hall College Div.
Dunn, R., & Dunn, K. (1979). Learning Styles/Teaching Styles: Should They ... Can They ... be Matched?,Educational Leadership, 36, 238-244.
Dunn, R., & Dunn, K. (1992). Teaching elementary students through their individual learning styles: Practical approaches for grades 3-6 ,Boston: Allyn and Bacon.
Dunn, R., & Dunn, K. (1994).Teaching young children through their individual learning styles-practical approaches for grades K-2.Massachusetts: Simon & Schuster.
Dunn, R., & Dunn, K. (1999). The complete guide to the learning styles inservice system,Boston: Allyn and Bacon.
Dunn, R., & Dunn, K., (1993). Teaching Secondary Students through Their Individualized Learning Styles.Reston, VA: Reston Pub- lishing Co.
Dunn, R., Dunn, K., & Price, G. E. (1975,1977,1978,1979,1985,1987,1989). Learning Style Inventory. Available from Price Systems, Box 1818, Lawrence,KS 66044-1818.
Entwistle, N. J. (1981). Styles of Learning and Teaching,Chichester: John Wiley and Sons.
Emamipour & Esfandabad, H. S. (2010). A comparative study of learning styles among monolingual (Persian) and bilingual (Turkish-Persian) secondary school students. Procedia-Social and Behavioral Sciences, 5, 2419-2422. doi:10.1016/j.sbspro.2010.07.474
Epstein, P. (2006). Online, campus, or blended Learning: What do consumers prefer and why? Distance Learning,Magazine article from Distance Learning, Vol. 3, No. 3
Felder, R. M., & Silverman, L. K. (1988).Learning and teaching Styles in engineering education, Engineering Education, 78(7), 674-681.
Fischer, B. B., & Fischer, L. (1979).Styles in teaching and learning, Education Leadership, 36, 245-251.
Gardner, B.S., & Korth, S. J. (1997).A framework for learning to work in teams, Journal of Education for Business, 74(1), 28-33.
Garger, S., & Guild, P. (1984).Learning Styles: The crucial differences, Curriculum Review, February, 9-12.
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,D.R.(1993).A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions,Distance Education,14(2),199-211.
Gregorc, A. F. (1979). Learning/teaching styles: Potent forces behind them,Educational Leadership, 36(4), 234-236.
Hall, B. (2000). Making sense of e-learning resources, content, tools, and services, Retrieved July 03, 2012 from the World Wide Web: http://www.elearningmag.com/issues/july00/coverstory.htm
Hanson, J. R. & Silver, H. F. (1998). Learning styles and strategies(3rd ed.). Woodbridge, NJ: The thoughtful Education Press.
Hanson, J. R., Silver, H. F. & Gulkus, S. P. (1998). Learning styles and strategies (3rd ed.) .Woodbridge, NJ: The thoughtful Education Press.
Harrison, C., & Lester, D. (2000). Learning style and personality type in high school students,Psychological Reports, 87, 1022.
Heather Staker & Michael B.Horn (2012),CLSSIFYING K-12 BLENDED LEARNINGRetrieved Dec.10,2012 ,from http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf
Herrmann, N. (1991). The Creative Brain. Journal of Creative Behavior, 4(25), 275-295.
Honey, P., & Mumford, A. (1986). The Manual of Learning Styles, 10 Linden Avenue, Maidenhead: Peter Honey.
Hunt, D. E. (1979). Learning style and student needs: An introduction to conceptual level. In National Association of Secondary School Principals (Ed.), Student learning styles: Diagnosing and prescribing programs. Reston, V.A.: Reston Publishing Company.
James, W.; Gardner, D. (1995). Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education 67.
Keefe, J. W. (1979). Learning style: An overview. In National Association of Secondary School Principals (Ed.), Student learning styles: Diagnosing andprescribing programs (pp. i-ii). Reston, Virginia: National Association of Secondary School Principals.
Keefe, J. W. (1982). Assessing student learning styles: An overview. In NASSP(Ed.),Student learning styles and Brain behavior. Reston, VA: National Association of Secondary School Principals.
Keefe, J. W. (1987). Learning Style Theory and Practice.Reston: Nation Association of Secondary School Principals.
Kolb, D. A. (1976a). Learning Style Inventory: Technical manual.Boston, MA: McBer & Co.
Kolb, D. A. (1976b). Learning style technical manual.Boston: Mcber and Company.
Kolb, D. A. (1985). Learning style inventory: Self-scoring inventory and interpretation booklet. Boston: Mcber and Company.
Kolb, D. A. (2001). Experiential learning theory: Previous research and new directions. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Lumsdaine, E., & Lumsdaine, M. (1995). Creative Problem Solving-Thinking Skills for a changing World,New York: McGraw-Hill.
Mary Niemiec＆George Otte（2009）. An Administrator’s Guide to the Whys and Hows of Blended Learning. Journal of Asynchronous Learning Networks, 13, 1,19
McCarthy, B. (1997). A tale of four learners: 4 MAT’S learning styles,Educational Leadership, 54(6), 46-51.
McDermott, P. A., & Beitman, B. S. (1984). Standardization of A Scale for The Study of Children’s Learning Styles: Structure, Stability, and Criterion Validity, Psychology in the Schools, 21, 5-14.
Michael B.Horn & Heather Staker (2011),The Rise of K–12 Blended leaRning,innosight institute.
Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists.
Norbert Pachler & John Cook & Ben Bachmair(2010),appropriation of mobile Cultural resources for learning,International Journal of Mobile and Blended Learning, 2(1), 1-21.
Oakland, T. (1983).Joint use of adaptive behavior and IQ to predict achievement. Journal of Consulting and Clinical Psychology, 51(2), 298-301.
Okebukola, P. A. (1986). The Influence of Prefered Learning　Styles on Cooperative Learning in Science.Science Education, 70(5).509-517.
Parker, A.(1999).Interaction in Distance Education：The Critical Conversation.Educational Technology Review, 1(12), P13-17。
Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 105–119.doi:10.1111/j.1539-6053.2009.01038.x
Pask, G. (1968). A Cybernetic Model for Some Types of Learning and Mentation,London: Gordon and Breach.
Perraton, H. (1987). The role of theory and generation in the practice of distance education,ERIC Document Reproduction Service No. ED290015.
Phillips, V. (2002, June).Why does corporate e-learning fail? Virtual University Gazette,Retrieved from the World Wide Web June 1, 2012. Available: http://www.geteducated.com/vugaz.htm
Reichman, S. W., & Grasha, A. F. (1974). A rational approach to developing andassessing the construct validity of a study learning style scales investment. Journal of Psychology, 87, 213-223.
Renzulli, J. S., & Smith, K. H. (1979). Developing individual educational programs(IEPs) for the gifted. Mansfield Center, CT: Creative Learning Press.
Robert Fulkerth（2009）. A case study from golden gate university :Using course objectives to facilitate blended learning in shortened courses. Journal of Asynchronous Learning Networks, 13,1
Rooney, J. E. (2003). Knowledge infusion.Association Management, 55(5), 26-32.
Rosenberg, Marc J.（2001）.E-Learning: Strategies for Delivering Knowledge in the Digital Age,McGraw-Hill.
Rossett, A., Douglis, F., & Frazee, R. V. (2003).Strategies for building blended learning. Learning Circuits. Retrieved on Dec.15 , 2010 from http://www.learningcircuits.org/2003/jul2003/rossett.htm
Rovai,A.P.,& Jordan H.M.(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). Retrieved Dec.15,2012,fromhttp://www.westga.edu/~distance/ojdla/fall53/rivera53.html
Sato, T. (1980).The S-P chart and the caution index, NEC Educational Information Bulletin, Vol. 80(1).
Sato, T., & Kurata, M. (1997). Basic S-P score table characteristics, NEC Research and Development, 47, 64-71.
Schmeck, R. R. (1983). Learning style of college students. In R. Dillon & R. Schmeck (Eds.),Individual differences in cognition. New York: Academic Press.
Singh, H., & Reed, C. (2001).A white paper: Achieving success with blended learning. National Science and Technology Program for e-Learning. Retrieved October 5, 2012, fromhttp://elnpweb.ncu.edu.tw
Smith, J. M. (2001a). Blended learning, Executive Update Online, Retrieved Oct. 18, 2010 from the World Wide Web: http://www.gwsae.org/ExecutiveUpdate/2001/March/blended.htm
Smith, J. M. (2001b). Blended learning.Executive Update Online. Retrieved on Dec. 23, 2010, from http://www.gwsae.org/ExecutiveUpdate/2001/March/blended.htm
Smith, J. M. (2005). Blended learning, Executive Update Online, Retrieved June 03, 2005 from the World Wide WebValiathan, P. (2002).Blended learning models.ASTD-Learning Circuits.Retrieved June 30, 2012, from http://www.learningcircuits.org/2002/aug2002/valiathan.html.
Soloman, Barbara A.; Felder, Richard M.. Index of learning styles questionnaire. North Carolina State University.Retrieved 01 November 2012.
Takeya, M. (1980).Construction and utilization of item relational structure graphs for use in test analysis.Japan Journal of Educational Technology, 5, 93-103. (in Japanese)
Tatsuoka, K. K. (1984). Caution indices based on item response theory, Psychometrika, 49, 95-110.
Troha, F. J. (2002). Bulletproof instructional Design: A Model for blended learning, USDLA Journal, 16 (5), Retrieved Oct. 03, 2010 from the World Wide Web: http://www.usdla.org/html/journal/MAY02_Issue/article03.html
Valiathany, P. (2002). Blended learning models.Learning Circuits, 3(8), 50-59.
Veronica Diaz & Malcolm Brown (2010),Blended Learning:A Report on the ELI Focus Session,EDUCAUSE Learning Initiative,ELI Paper 2: 2010.
Voos, Richard. (2003). Blended Learning: What it is and Where it Might Take Us?,retrieved from http://www.aln.org/publications/view/v2n1/blended1.htm
Vygotsky, L.S. (1978). Interaction between Learning and Development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mindin Society: The Development of Higher Psychological Process (pp. 79-91). Cambridge, MA: Harvard University Press.
Wagner, E. D. (1994). In Support of a Functional Definition of Interaction,The American Journal of Distance Education, 8(2), 6-29.
Washington, D. C. : American Association for Higher Education ERIC Document Reporduction Service, No. ED 167 065
Zeynep Kocoglu & Yesim Ozek & Yesim Kesli (2011),Blended learning: Investigating its potential in an English language teacher training program,Australasian Journal of Educational Technology, 27(7), 1124-1134,Retrieved Dec.20,2012 from http://www.ascilite.org.au/ajet/ajet27/kocoglu.pdf