Ginns, P., & Ellis, R. A. (2009). Evaluating the quality of e‐learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663.
Chapman-Waterhouse, E., Silva-Fletcher, A., & Whittlestone, K. (2018). The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review. Online Course Management: Concepts, Methodologies, Tools, and Applications, 1778-1792.
Hi! I am not in this kind of education, but a general researcher on blended learning or ongoing ICT integration into existing teaching practices. You may find some paper from an intervention or documentation of a practise, but why not instead try to analyse what you as teacher want to do in a course part by part, and how use of ICTs can be of further help.
Some researchers and practitioners see blended learning as a blend between classroom and online spaces, other a blend between face-to-face and distance teaching, or between analogue or digital learning material.
i recommend a time- and process perspective on blended learning. All courses (if not MOOCS) has a proportion between what teacher and students do together in real time: synchronous meetings (in classroom or online) and asynchronous assignments, readings, preparation for next synchronous interaction, etc. There are today a lot of alternative tools for both the synchronous and the asynchronous parts, and using these tools to design shifts between the time modalities. But in essence the model is old. The development to this is aldo very long, it starts with invention of writing. What is accomplished is a decrease of information friction. Next step are the digital ICTs that also helps by processing information, as learning analytics and adaptive learning. See my co-authored paper attached if interested, and a blog text I once wrote.
Article A time based blended learning model
Research A back-to-basics thought experiment about blended learning