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This paper reports on the various theories of blended learning and student interaction with emphasis given to lifelong/adult learning. In our application, we assess the interaction elements established in Anderson and Miyazoe, and namely that teacher-student interaction takes precedent in skill-based training. Our empirical case study also largely corroborates most of the claims made by Knowles' andragogy concept. We demonstrate that technology itself can never be a substitute for sounddoi:10.7358/ecps-2014-010-apos fatcat:3bnaxg7vbzfmnbmacexiqiuf6y