[1] Harder P.L. and Sullivan D.W., Student's differences and environment perceptions: how they can they contribute to student's motivation in rural schools, learning and individual differences, Vol.18, 2008, pp.471-485. [2] Kirschner P.A., Using integrated electronic environment for collaborative teaching/ learning, Research Dialogue in learning and d instruction, Vol.2, 2001, pp.1-9. [3] Dahlgren L.O. and Petoez p., Learning for the professions: lessons from linking international research project, Higher Education, Vol.56, 2007, pp.129-148. [4] Sanden J.V. and Teurlings CH., developing competence during practice period: the learner's perspective, United Kingdom: Emerald, 2008, pp.110-137. [5] Wang M.J., Online Collaboration and offline interaction between students using asynchronous tools in blended learning, Australian journal of education technology, Vol.26, No.6, 2008, pp.830-840. [6] Rovai A.P. and Jordan H.M., Blended learning and sense of community: A comparative analysis with traditional and fully online graduate course, The international review of research in open and distance learning, Vol.5, No.2, 2004. [7] Smith L. and laurd L., Exploring the advantages of blended instruction at community colleges and technical schools, MERLOT Journal of Online Learning and Teaching, Vol.6, No.2, 2010. [8] Herrington J. and Oliver R., An instructional design Frame work for authentic learning environments, Educational technology Research and development, Vol.48, No.3, 2000, pp.23-48. [9] Lave J. and Wenger E., Situated learning legimated peripheral participation, United Kingdom: Cambridge university press, 2008. [10] Machles D., Community of practice: a workplace safety case study, Professional safety, January, 2010, pp.46-51. [11] Sung Y.H., Kauron I.G. and Rya E., Blended Learning on Medication administration for new nurses: Integration of e-learning and face to face instruction classroom, Nurse Education today, Vol.28, No.8, 2008, pp.943-954. [12] Jang K.S., Kim Y.M. and park S.J., A blended learning program on under graduate nursing students' learning cardiology, Stud heath technol in form, Vol.122, 2006. [13] Yushau B., the effects of blended E-learning on Mathematics and computer attitudes in precalculus Algebra, The Montana Mathematics Enthusiant, Vol.3, No.2, 2006, pp.176-183. [14] Weltering V., Tlerrier A., Spitzer K. and spreckelsen C., Blended learning positively affects students' satisfaction and the role of the tutor in the problem based learning process: results of mixed-method evaluation, Adv health sci educ, Vol.14, No.5, 2009, pp.725-738. [15] Kneebone R.L., Scott W. and Darzi A., Simulation and clinical practice: strengthening the relationship, Med Education, Vol.38, No.10, 2004, pp.1095-102. [16] Armestrong P., Elliot T., Ronald J. and Paterson B., Comparison of traditional and interactive teaching methods in UK emergency department, Eur J Emerg Med, Vol.16, No.6, 2009, pp.327-329. [17] So J.H. and Brush T.A., Student's perception of collaborative learning environment: Relationship and critical factors, Computer and Education, 2008, pp.318-326. [18] Widemark E., Community and learning: a virtual community of practice for nurse practitioners, Capella University, AAT. 3307911, 2008. [19] Mottahedi A., A comparative survey of metacognition and academic motivation in rural girl and boy students, thesis for M.S. degree, Shiraz University, Faculty of education and psychology, September, 2007. [20] Salehi S., Achievement motivation in different types of families in the family process and content model, thesis for M.S. degree, Shiraz University ,Faculty of education and psychology, October, 2009. [21] Zahiri Naw B. and Rajabi S., The study of variables reducing academic motivation of "Persian language and literature" students, Daneshvar Raftar, Shahed University, Vol.3, No.16, 2009, pp.69-80. [22] Allen M., Designing successful e-learning, USA: John Wiley and Sons, Inc, 2007. [23] Herrington J. and Oliver R., Critical characteristics of situated learning: Implications for the instructional design of multimedia, paper presented at the meeting of the Australian Society for computers in Learning in Tertiary Education, Melbourne, Australia, 1995. [24] Hsiao CH.J., the design and development of personal Digital Interface for location based learning system, URN etd-221137-0710108, 2008. فخراتزما نعیمی سینی و هم ارا 254 نشریه علمی پژوهشی فناوری آموزش، سال ششم، جلد 6 ،شماره 4 ،پاییز 3113 [25] Benjamin L. and et.al, Applying virtual reality in medical communication education: Current findings and potential teaching and benefits of immersive virtual patients, Virtual reality, Vol.10, 2006, pp.185-195. [26] Gulikers Judith T.M. and et.al , The effect of practical experience on perception of assessment authencity study approach and learning outcomes, Learning and instruction, Vol.18, 2008, pp.172-186. [27] Serrano Hernandez M.J., Gonzalez Sanchez M. and Munoz-Rodriguz J., Designing learning environments improving social interactions: essential variables for virtual training space, Procedial social and behavioral science, Vol.1, 2009, pp.2411-2415. [28] Wooley N. and Jarvis Y., Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technology rich and authentic learning environment, Nurse educator today, Vol.27, 2007, pp.73-79. [29] Morrison G.R., Ross S.M. and Kemp J.E., Designing effective instruction, USA: John Wiley & Sons, Inc, 2009. [30] Perlar Char A., Enhancing underrepresented community college student motivation through blended learning curriculum, Capella University, AAT.341962, 2010. [31] Wentzel K., Battle A., Russell Shannon L. and hisa B.L., Social supports from teachers and peers as predictors of academic and social motivation, Contemporary Educational psychology, Vol.35, 2010, pp.193-202. [32] Koka A. and Hein V., Perceptions of teacher's feedback and learning environment as predictors of intrinsic motivation in physical education, Psychology of sport and Exercise, Vol.4, 2010,pp.333-346. [33] Urdan T. and Erin S., Classroom effects on student's motivation: Goal structures, social relationships, and competence beliefs, Journal of school psychology, Vol.44, 2006, pp.339-349. [34] Unal C. and Inan H.Z., Student's perception of a situated learning environment, Procedial social and behavioral sciences, Vol.2, 2010, pp. 2171-2175. [35] Develotte C., Situated creation of multimedia activities for distance learners: motivational and cultural issue, Recall 17, Vol.2, 2005, pp.224-229. [36] Galea J., Legarreta J., Martí A. and Gisbert M., on the design of learning contents for 3rd virtual environments, Proceedings of ICTE, International Conference on Information and Communication Technologies in Education, Information Society and Education: Monitoring a Revolution, Spain, ISSN 70-95251-64, 2002. [37] Wijnia L., loyens S.M.M, and Derous E., Investigating effects of problem based versus lecture-based learning environment on student Motivation, Contemporary educational psychology, article in press, 2008. [38] Simsek C.S., Students attitudes toward integration of ICIS in a reading course: A case study in turkey, Computer and education, Vol.51, 2008, pp.200-211. [39] Lindquist I. and et.al., Development pathway in learning to be a physiotherapist, Physiotherapy Res Int, Vol.11,No.3, 2006, pp.129-139. [40] Edwards H. and et.al., Development of virtual learning environment to enhance undergraduate nursing student's effectiveness and interest in working with older people, Nurse education to day, Vol.28, 2008, pp.672-679. [41] Halse K. and et.al., An acute hospital ward densely populated with students during a 12 week clinical period, Journal of Nurse Educator, Vol.45, No.4, 2006, pp.133-136. [42] Bonk Curtis J. and Zhang K.E., Empowering on line learning, USA: Jossey- Bass, 2008.