“…international postgraduate students (Coates & Dickinson, 2012); those transitioning to university (Harnisch & Taylor-Murison, 2012); students studying foreign languages (O'Dowd, 2013); non-traditional students (Safford & Stinton, 2016); and pre-service teachers (Keengwe & Kang, 2013). Generally however, research that focussed specifically on demographics (3.9%, n=6) was limited, featuring articles relating to, for example, students with disabilities (Heiman, Fichten, Olenik-Shemesh, Keshet, & Jorgensen, 2017); and student characteristics and their achievement on blended courses (Gašević et al, 2016). A range of dispositions (10.5%, n=16) were examined in relation to blended learning; including: learning styles (Cheng & Chau, 2016); approaches to inquiry (Ellis & Bliuc, 2015); beliefs about e-learning (Scott, 2013); attitudes to blended learning (Mijatovic et al, 2013;Wai & Seng, 2015); and self-regulated learning (Laer, Van & Elen, 2017;Tempelaar et al, 2012;Zhu, Au, & Yates, 2016).…”