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). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19,121-129. Cummins, J. (2002). Lenguaje, poder y pedagogía. Madrid: Ediciones Morata, S.L. Dreambox (2013). Five benefits of blended learning. Retrieved from Dudley-Evans, T. & St John, M. (1998). Development in English for Specific Purposes. A multi-disciplinary approach. Cambridge: Cambridge University Press. Firpo, E. (2014). “Una proposta di adattamento al

References Андрєєв, О. О., Бугайчук, К. Л., Каліненко, Н. О., Колгатін, О. Г., Кухаренко, В. М., Люлькун, Н. А., Ляхоцька, Л. Л., Сиротенко, Н. Г., & Твердохлєбова, Н. Є. (2013). Педагогічні аспекти відкритого дистанційного навчання. Харків: Из-во Харьковского национального автодорожного университета (ХНАДУ). Barbour, M., Brown, R., Waters, L. H., Hoey, R., Hunt, J. L., Kennedy, K., Ounsworth, C., Powell, A., & Trimm, T. (2011). Online and Blended Learning: A Survey of Policy and Practice from K-12 Schools around the World. Vienna, VA: International Association

References AL-BUSAIDI, Kamla Ali. Learners’ perspective on critical factors to LMS success in blended learning: An empirical investigation. Communications of the Association for Information Systems, 2012, 30.2: 11 -34. AL-BUSAIDI, Kamla Ali; AL-SHIHI, Hafedh. Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 2012, 24. 1 : 18-39. ALAMMARY, Ali; SHEARD, Judy; CARBONE, Angela. Blended learning in higher education: Three different design approaches. Australasian Journal of

References Alammary, A.; Sheard, J. & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30. Al-busaidi, Kamla Ali; Al-Shihi, Hafedh. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24: 18-39. Babu, Sooraj K., et al. (2016). Collaborative Game Based Learning of Post-Disaster Management: Serious Game on Incident Management Frameworks for Post Disaster Management. In: Technology for

References 1. Bernath, U., & Rubin, E. (2002). Reflections on teaching and learning in an online master program. Oldenburg: BIS-Verlag. 2. Bischoff, W., Bisconer, S., Kooker, B., & Woods, L. (1996). Transactional distance and interactive television in the distance education of health professionals. The American Journal of Distance Education, 10(3), 4-19. 3. Bothwell, E. (2016, November 10). US blended learning students ‘least engaged with teaching’. Times Higher Education [blog post]. Retrieved from

References 1. Abdous, M. H. (2011). A process-oriented framework for acquiring online teaching competencies. Journal of Computing in Higher Education, 23(1), 60-77. 2. Afacan, Y. (2014). Blended Learning for Non-studio Courses: Interior Architecture Student Experiences. Procedia - Social and Behavioral Sciences, 116, 1599-1603. Retrieved from 3. Aydin, C. H. (2005). Turkish Mentors’ Perception of Roles, Competencies and Resources for Online Teaching. Turkish Online Journal of Distance Education, 6

aktive Zusammenarbeit und Kommunikation zu fördern, sowie die Interaktion (Lehrpersonal-Lehrpersonal, Lehrpersonal-Studierende, Studierende-Studierende) zu begünstigen ( Ellaway & Masters 2008a ). E-Learning wird entweder als reiner Online-Kurs mit keinem bzw. minimalem virtuellen Kontakt zum Lehrpersonal definiert oder auch als Mischung von Online- und Face-to-Face-Aktivitäten verstanden ( Ellaway & Masters, 2008a ). Diese Mischung wird als „Blended Learning“ bezeichnet, wo die Vorteile der Face-to-Face-Lehre mit denen des E-Learnings in Bezug auf Wissensvermittlung

R eferences 1. Bates A. W. (1995), Technology, open learning and distance education . London Routledge. 2. Begičević, N., & Divjak, B. (2006). Validation of theoretical model for decision making about e-learning implementation. Journal of Information and Organizational Sciences, 30 (2), 171-184. 3. Bentley, Y., Selassie, H., & Parkin, E. (2012). Evaluation of a global blended learning MBA programme. The International Journal of Management Education, 10 (2012) 75–87. 4. Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975

-learning readiness at Open University Malaysia. Proceedings of the International Conference on Computers in Education 2004 , 1017-1022. 20. Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14 (1), 7. 21. Kizilcec, R. F., & Halawa, S. (2015). Attrition and achievement gaps in online learning. Proceedings of the Second (2015) ACM Conference on Learning@ Scale , 57-66. ACM. 22. Lee, J., Hong, N. L., & Ling

References Aslanidou, S., & Menexes, G. (2007). Youth and the Internet: Uses and practices in the home. Computers & Education , 51 , 1375-1391. Collins, A. (1991). The role of computer technology in restructuring schools. Phi Delta Kappan , 73 , 28-36. Cummings, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34 (3), 537-548. Dewey, J. (1997). How we think . New York: Dover Publications Ink. Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. Educause, 7