AkkoyunluB., & SoyluM. (2008). A study of student's perceptions in a blended learning environment based on different learning styles. Educational Technology and Society, 11, 183–193.
4.
AndersonL., & SosniakL. (1994), Bloom's taxonomy: A forty-year retrospective. Chicago, MI: National Society for the Study of Education, University of Chicago Press.
5.
ArbaughJ. (2004). Learning to learn online: A study of perceptual changes between multiple online course experiences. Internet and Higher Education, 7, 169–182.
6.
ArbaughJ.GodfreyM.JohnsonM.PollackB.NiendorfB., & WreschW. (2009). Research in online and blended learning in business disciplines: Key findings and possible future directions. Internet and Higher Education, 12, 71–87.
7.
BaranE.CorreiaA., & ThompsonA. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32, 421–439.
8.
BirdS.BowellD.CaseJ.FriesenG. (2004). Deep learning for the digital age: Technology's untapped potential to enrich higher education. Christian Scholar's Review, 33, 581–583.
9.
BrunnerD. (2006). The potential of hybrid course vis-a-vis online and traditional courses. Teaching Theology and Religion, 9, 229–235.
10.
BrunnerD. (2007) Using ‘Hybrid’ effectively in Christian education. Christian Scholar's Review, 36(2), ProQuest, 115–124.
11.
ChanD. (2011). A comparison of traditional and blended learning in introductory principles of accounting course. American Journal of Business Education, 4, 1–10.
12.
CoeJ. (2004). Quality in distance education: Focus on online learning/preparing learners for e-learning. Christian Scholar's Review, 33, 584–586.
FearonC.StarrS., & McLaughlinH. (2011). Value of blended learning in university and the workplace: Some experiences of university students. Industrial and Commercial Training, 43(7), 446–450.
17.
FreireP. (1973). Education for critical consciousness. New York, NY: Seabury.
18.
GarrisonD., & VaughanN. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco, CA: Jossey-Bass.
19.
HerreidC., & SchillerN. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
20.
HegeB. (2011). The online theology classroom: Strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology and Religion, 14(1), 13–20.
21.
KeengweJ., & KangJ. (2012). Blended learning in teacher preparation programs: A literature review. International Journal of Information and Communication Technology Education, 8, 81–93.
22.
McEwenR. (2012). Learning that transforms: for the sake of his kingdom. Christian Education Journal, Series 3, 9(2), 345–356.
23.
MarmonE. (2013). Transformative learning theory: Connections with Christian adult education. Christian Education Journal, Series 3, 10(2), 425–431.
24.
MezirowJ. (1997), Transformative Learning: Theory to Practice. In New Directions for Adult and Continuing Education, 74, 5–12.
25.
MotteramG. (2006). ‘Blended’ education and the transformation of teachers: a long-term case study in postgraduate UK higher education. British Journal of Educational Technology, 37(1), 17–30.
SharpeR.BenfieldG.RobertsG., & FrancisR. (2006). The undergraduate experience of blended e-learning: a review of UK literature and practice. London: Higher Education Academy.
28.
SmartK., & CappelJ. (2006). Students' perceptions of online learning: A comparative Study. Journal of Information Technology Education, 5, 201–219.
29.
SolimanI. (1999). Teaching in small groups. Introduction to university teaching series. University of New England, NSW, 2351: Teaching and Learning Centre.
30.
StaceyE., & WiesenbergF. (2007). A study of face-to-face and online teaching philosophies in Canada and Australia. Journal of Distance Education, 22, 19–40.
31.
WeigelVan B. (2002). Deep learning for a digital age: Technology's untapped potential to enrich higher education. San Francisco, CA: Jossey-Bass Inc.
32.
YerasimouT. (2011). Examining interactivity and flow in a blended course to advance blended learning practices. Ann Arbor, MI: ProQuest, UMI Dissertation Publishing.