Korkmaz. Özgen & karakuş. Ufuk (2009) examined the impact of blended learning model on student attitudes
towards geography course and their critical thinking dispositions and levels, the study aims to determine the
impact of blended learning model on student attitudes towards Geography course and their critical thinking
dispositions and skills. They used the experimental pattern with pretest-posttest control group. The participants
of the study consisted of (57) High School students (28 in the experiment group and 29 in the control group).
The experiment group was subject to hybrid learning through the Geography web page, while the traditional
learning model used for the control group. The study demonstrated that Blended learning model contributed
more to student attitudes toward geography course and blended learning model contributed more to student
critical dispositions and levels when both of them were compared to the traditional learning model; and there
was a positive correlation between student attitudes toward geography course and their critical thinking
dispositions and levels.
Brooks, Lori. (2008) analysis the factors that affect faculty attitudes toward a blended learning environment, he
examined faculty attitudes toward a blended learning environment which includes traditional face-to-face
interaction as well as an Internet component. 107 university faculty members in various degree programs
completed the Faculty Attitudes Towards Technology-based Distance Education survey on blended learning. Of
these, 57 (53.3%) were female while 50 (46.7%) were male. The most common age group was 31 to 40 years
old. The qualitative results confirmed the quantitative results in that faculty with more positive attitudes toward a
blended learning environment also tended to have a positive perception of educational technology, and
pay/monetary rewards and work recognition were important incentives while time requirement was an obstacle.