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The combination of online and face-to-face combination - blended learning – has been claimed to have many advantages (Nazar, Omer, Nazar, & Husband, 2019; Basogain, Olabe, Ifinedo, Pyke, & Anwar, 2018) because the two modes can be mutually reinforcing, with each complementing the other (Dendir, 2018; Yang, Yu, & Chen, 2019). Moreover, the model is able to develop quality teaching (Kennedy, 2016; Pekkarinen & Hirsto, 2017; Cutri & Whiting, 2018) through the pedagogical properties of student-centered and collaborative learning (Wong et al., 2018; McIlveen, 2018; Parsons, Ankrum, & Morewood, 2016). Blended learning can help to apply inquiry-based learning, problem-based learning, and project-based learning related to authentic professional practices, phenomena, problems, and situations.
Digital and mobile communication can make content interactive and lessons adapted to the cultural preferences of students. Students can adapt (Ruhalahti, Korhonen, & Rasi, 2017) by transferring knowledge and work while learning takes place (Hortovanyi & Ferincz, 2015) through Information and Communication Technology (ICT) (Ruhalahti, Aarnio, & Ruokamo, 2018; Khusainova & Lukoyanova, 2018). The learning becomes more dynamic, interactive, and motivating (Cuesta Medina, 2017; Boelens, Voet, & De Wever, 2018; Hughes, 2007; Chmiel, Shaha, & Schneider, 2017; Broadbent, 2017), and can foster independent of learning and rich understanding (Nickels & Gartner, 2018). The blended model can also give students to cognitive presence and social experience through synchronous or asynchronous discussions with colleagues and facilitators (Donnelly, 2006; Ndlovu & Mostert; 2017).