Margulieux et al (2016) have put forward a Mixed Instructional eXperience (MIX) taxonomy to define hybrid, blended, flipped, and inverted based on two dimensions—Delivery medium and Instruction type. See the taxonomy below (a combination of Figures 4 and 5 in the original paper):
上面横向和纵向两个维度来自：This two dimensions come from Taylor-Powell and Renner’ (2003) four dimensions that researchers have used to describe the mixed instructional courses. Four dimensions were identified:
- Instructional location described whether the learner receives instruction at home or at another location, such as a class- room or coffee shop,
- Delivery medium described whether a person or technology delivers instruction to the learner,
- Instruction type described whether the learner is receiving content (e.g., lecture) or applying content (e.g., learning activities), and
- Synchronicity described whether learners are following a group pace (i.e., synchronous or real-time) or individual pace (i.e., asynchronous).
新联系：关于Blended learning的分类，他们文章提的三个如下：
- Flipped blend delivers exposition of content online and delivers feedback on application of content face-to-face,
- Supplemental blend e delivers exposition of content face-to-face and delivers feedback on application of content online,
- Replacement blend e delivers exposition of content and feedback on application of content both face-to-face and online.
但是我觉得至少还有另外一类，即：
？ blend—delivers exposition of content online and feedback on application of content both face-to-face
and online.
我将继续读文献来确定这个子类。
另外，我总觉得这个Blended learning里面还可以细化，应该将这块区域同样视为一个continuum。假如一共有四种子类，这四种类型应该是分布于这区块里面的不同位置的，另外，每一个子类中，每种教学内容应该有实现Bloom教育目标分类的活动安排。
或许我可以探索这个区块，将其细化、深挖。
文章信息：
Margulieux, L. E., Mccracken, W. M., & Catrambone, R. (2016). Thematic review A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104-118.
