The concept of blended Iearning since then has expanded in scope. More
recently, it has been defined as some combination of face-to-face and online
instruction (Bonk & Graham, 2005; Picciano & Dziuban, 2006). From a learningstrategies
perspective, it can be defined as having four dimensions:
structured/unstructured, face-to-face/online, self-directed/instructor-directed, and
individual/group (Verkroost, Meijerink, Lintsen, & Veen, 2008). From a
pedagogy perspective, it can be viewed as a mix of various pedagogical