Fortin, A., Viger, C., Deslandes, M., Callimaci, A., & Desforges, P. (2019). Accounting students’ choice of blended learning format and its impact on performance and satisfaction. Accounting Education, 28(4), 353–383. This article explains how a blended model for course delivery impacted student achievement and discusses how individual student characteristics influence their preferred modality.
Stacie J., E. (2018). Multi-options: An innovative course delivery methodology. Nursing Education Perspectives, 2, 110-113. According to this article, providing students with options for flexible learning can have positive outcomes and lead to more satisfied learners.
Yen, S-C, Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-between: Comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education, 23(5), 2141-2155. doi:10.1007/s10639-018-9707-5. This article advocates for a blended approach to remote learning, noting differences between the traditional face-to-face and fully online modalities.
Leijon, M., & Lundgren, B. (2019). Connecting physical and virtual spaces in a HyFlex Pedagogic Model with a focus on teacher interaction. Journal of Learning Spaces, 8(1), 1–9. The Hyflex model of course delivery requires a unique set of circumstances, as described in this article.