Obtained results will show which stages are more difficult for cognitive retention of auditory and virtual
material and the related changes of participants’ activity and their motivation; and will prepare practical advice on
how to divide the whole learning time in the curriculum for blended courses in f2f and virtual format.
The article consists of 5 main sections, a conclusion, and a bibliography. It begins with a general review of
blended learning models described in the literature, continues with the explanation of models and electronic courses
(EC) used at TPU, and concludes with an introduction to the motivational reflective model and the structure of fivestage-courses,
including some experimental data analysis.