Abubakar, D. & Adetimirin. (2015). Influence of computer literacy on post-graduates’ use of e-resources in Nigerian University Libraries. Library Philosophy and Practice. From http://digitalcommons.unl.edu/libphilprac/. Retrieved 18 Aug 2015.
Ahmad, N., & Al-Khanjari, Z. (2011). Effect of Moodle on learning: An Oman perception. International Journal of Digital Information and Wireless Communications (IJDIWC), 1(4), 746–752.
Google Scholar
Anderson, T. (2004). Theory and Practice of Online Learning. Canada: AU Press, Athabasca University.
Google Scholar
Arbaugh, J. B. (2000). How classroom environment and student engagement affect learning in internet-basedMBAcourses. Business Communication Quarterly, 63(4), 9–18.
Article
Google Scholar
Askar, P. & Altun, A. (2008). Learner satisfaction on blended learning. E-Leader Krakow, 2008.
Astleitner, H. (2000) Dropout and distance education. A review of motivational and emotional strategies to reduce dropout in web-based distance education. In Neuwe Medien in Unterricht, Aus-und Weiterbildung Waxmann Munster, New York.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. (2009). Measuring self regulation in online and blended learning environments’. Internet and Higher Education, 12(1), 1–6.
Article
Google Scholar
Beard, L. A., Harper, C., & Riley, G. (2004). Online versus on-campus instruction: student attitudes & perceptions. TechTrends, 48(6), 29–31.
Article
Google Scholar
Berenson, R., Boyles, G., & Weaver, A. (2008). Emotional intelligence as a predictor for success in online learning. International Review of Research in open & Distance Learning, 9(2), 1–16.
Google Scholar
Blocker, J. M., & Tucker, G. (2001). Using constructivist principles in designing and integrating online collaborative interactions. In F. Fuller & R. McBride (Eds.), Distance education. Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 32–36). ERIC Document Reproduction Service No. ED 457 822.
Google Scholar
Cohen, K. E., Stage, F. K., Hammack, F. M., & Marcus, A. (2012). Persistence of master’s students in the United States: Developing and testing of a conceptual model. USA: PhD Dissertation, New York University.
Google Scholar
Coldwell, J., Craig, A., Paterson, T., & Mustard, J. (2008). Online students: Relationships between participation, demographics and academic performance. The Electronic Journal of e-learning, 6(1), 19–30.
Google Scholar
Deci, E. L., & Ryan, R. M. (1982). Intrinsic Motivation Inventory. Available from selfdeterminationtheory.org/intrinsic-motivation-inventory/. Accessed 2 Aug 2016.
Delone, W. H., & McLean, E. R. (2003). The Delone and McLean model of information systems success: A Ten-year update. Journal of Management Information Systems, 19(4), 9–30.
Google Scholar
Demirkol, M., & Kazu, I. Y. (2014). Effect of blended environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology, 13(1), 78–87.
Google Scholar
Eom, S., Wen, H., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: an empirical investigation’. Decision Sciences Journal of Innovative Education, 4(2), 215–235.
Article
Google Scholar
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.
Article
Google Scholar
Goyal, E., & Tambe, S. (2015). Effectiveness of Moodle-enabled blended learning in private Indian Business School teaching NICHE programs. The Online Journal of New Horizons in Education, 5(2), 14–22.
Google Scholar
Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7(4), 534–546.
Google Scholar
Guskey, T. R. (2000). Evaluating Professional Development. Thousands Oaks: Corwin Press.
Google Scholar
Hadad, W. (2007). ICT-in-education toolkit reference handbook. InfoDev. from http://www.infodev.org/en/Publication.301.html. Retrieved 04 Aug 2015.
Hara, N. & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly. 3(2001).
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). Instructional Media and Technologies for Learning (7th ed.). Englewood Cliffs: Prentice-Hall.
Google Scholar
Hofmann, J. (2014). Solutions to the top 10 challenges of blended learning. Top 10 challenges of blended learning. Available on cedma-europe.org.
Islam, A. K. M. N. (2014). Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach. Computers in Human Behaviour, 30, 249–261.
Article
Google Scholar
Kelley, D. H. & Gorham, J. (2009) Effects of immediacy on recall of information. Communication Education, 37(3), 198–207.
Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges, encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45–57.
Google Scholar
Kintu, M. J., & Zhu, C. (2016). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181–195.
Google Scholar
Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, L. E. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distributed Learning, 14(1), 16–39.
Article
Google Scholar
Kwak, D. W., Menezes, F. M., & Sherwood, C. (2013). Assessing the impact of blended learning on student performance. Educational Technology & Society, 15(1), 127–136.
Google Scholar
Lim, D. H., & Kim, H. J. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31(4), 423–439.
Article
Google Scholar
Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learner outcomes within a blended learning environment. Educational Technology & Society, 12(4), 282–293.
Google Scholar
Lin, B., & Vassar, J. A. (2009). Determinants for success in online learning communities. International Journal of Web-based Communities, 5(3), 340–350.
Article
Google Scholar
Loukis, E., Georgiou, S. & Pazalo, K. (2007). A value flow model for the evaluation of an e-learning service. ECIS, 2007 Proceedings, paper 175.
Lynch, R., & Dembo, M. (2004). The relationship between self regulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2), 1–16.
Article
Google Scholar
Marriot, N., Marriot, P., & Selwyn. (2004). Accounting undergraduates’ changing use of ICT and their views on using the internet in higher education-A Research note. Accounting Education, 13(4), 117–130.
Article
Google Scholar
Menager-Beeley, R. (2004). Web-based distance learning in a community college: The influence of task values on task choice, retention and commitment. (Doctoral dissertation, University of Southern California). Dissertation Abstracts International, 64(9-A), 3191.
Google Scholar
Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11, 185–200.
Google Scholar
Nurmela, K., Palonen, T., Lehtinen, E. & Hakkarainen, K. (2003). Developing tools for analysing CSCL process. In Wasson, B. Ludvigsen, S. & Hoppe, V. (eds), Designing for change in networked learning environments (pp 333–342). Dordrecht, The Netherlands, Kluwer.
Google Scholar
Osgerby, J. (2013). Students’ perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85–99.
Oxford Group, (2013). Blended learning-current use, challenges and best practices. From http://www.kineo.com/m/0/blended-learning-report-202013.pdf
. Accessed on 17 Mar 2016.
Packham, G., Jones, P., Miller, C., & Thomas, B. (2004). E-learning and retention key factors influencing student withdrawal. Education and Training, 46(6–7), 335–342.
Article
Google Scholar
Pallant, J. (2010). SPSS Survival Mannual (4th ed.). Maidenhead: OUP McGraw-Hill.
Google Scholar
Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207–217.
Google Scholar
Picciano, A., & Seaman, J. (2007). K-12 online learning: A survey of U.S. school district administrators. New York, USA: Sloan-C.
Google Scholar
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. MIS Quarterly, 25(4), 401–426.
Article
Google Scholar
Pituch, K. A., & Lee, Y. K. (2006). The influence of system characteristics on e-learning use. Computers & Education, 47(2), 222–244.
Article
Google Scholar
Rahman, S. et al, (2011). Knowledge construction process in online learning. Middle East Journal of Scientific Research, 8(2), 488–492.
Google Scholar
Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Computers & Education, 6(1), 1–16.
Google Scholar
Sankaran, S., & Bui, T. (2001). Impact of learning strategies and motivation on performance: A study in Web-based instruction. Journal of Instructional Psychology, 28(3), 191–198.
Google Scholar
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396–413.
Article
Google Scholar
Shraim, K., & Khlaif, Z. N. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159–173.
Article
Google Scholar
Shrain, K. (2012). Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.
Google Scholar
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: student perceptions of useful and challenging characteristics’. Internet and Higher Education, 7(1), 59–70.
Article
Google Scholar
Stacey, E., & Gerbic, P. (2007). Teaching for blended learning: research perspectives from on-campus and distance students. Education and Information Technologies, 12, 165–174.
Article
Google Scholar
Swan, K. (2001). Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331.
MathSciNet
Article
Google Scholar
Thompson, E. (2004). Distance education drop-out: What can we do? In R. Pospisil & L. Willcoxson (Eds.), Learning Through Teaching (Proceedings of the 6th Annual Teaching Learning Forum, pp. 324–332). Perth, Australia: Murdoch University.
Google Scholar
Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the acceptance of a blended learning university course. Educational Technology & Society, 14(2), 224–235.
Google Scholar
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students’ decision to drop-out of online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127.
Zhu, C. (2012). Student satisfaction, performance and knowledge construction in online collaborative learning. Educational Technology & Society, 15(1), 127–137.
Google Scholar
Zielinski, D. (2000). Can you keep learners online? Training, 37(3), 64–75.
Google Scholar