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Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.<\/jats:p>","DOI":"10.4018\/ijmbl.2017100101","type":"journal-article","created":{"date-parts":[[2017,8,15]],"date-time":"2017-08-15T16:19:05Z","timestamp":1502813945000},"page":"1-20","source":"Crossref","is-referenced-by-count":9,"title":["A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes"],"prefix":"10.4018","volume":"9","author":[{"given":"Diogo","family":"Casanova","sequence":"first","affiliation":[{"name":"Kingston University London, London, UK"}]},{"given":"Ant\u00f3nio","family":"Moreira","sequence":"additional","affiliation":[{"name":"Departamento de Educa\u00e7\u00e3o e Psicologia, Universidade de Aveiro, Aveiro, Portugal"}]}],"member":"2432","reference":[{"key":"IJMBL.2017100101-0","unstructured":"ACODE. (2014). Benchmarks for Technology Enhanced Learning. 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