The purpose of this study was to investigate diffusion strategy for blended learning. The context of th is study was k-12 settings using classroom teaching and cyber home learning. The research questions were: 1) what are teachers' perception and actions in blended learning practice, 2) what factors affect diffusion of blended learning, and 3) what are implications of study to design and development a guidebook for blended learning practice?

  The conceptual framework of this study was Diffusion of innovation (Rogers, 2003) and CBAM(concerns-based adoption theory) (Hall & Hord, 2006). Semi-structured interviews were conducted with 13 teachers from 7 different school. The teachers were also asked to complete SoC (Stages of Concern) questionnaire and LoU (Levels of Use). Interviews accompanied by SoC and LoU helped to identify how teachers perceive and practice blended learning.        

  First, in terms of SoC, leading teachers are confident and secure of blended learning practice. Yet, they express discontent with the current policy and are not willing to collaborate with colleague. Non-user teachers are willing to learn about it; however, they are afraid of loosing their position because of blended learning. In terms of LoU, while leading teachers are over IVB level (refinement), non-user teachers are I level (orientation).

  Second, six categories of factors related to diffusion were identified. 1) relative advantage (i.e., incentive as initial motivator, improved teaching efficacy, students' satisfaction and advanced self-directed learning ability); 2) compatibility (i.e., shift to learner-centered education, flexibility in curriculum management, parents' perception on computer as learning tool not as entertainment, shift from 'how is the contents' to 'how to utilize contents'); 3) Complexity (i.e., system complexity and low level of ICT in the beginning, complexity of teaching methodology, difficulties in applying instructional models to classroom); 4) trialability and sustainability (i.e., motivation to try, organizational support for sustainability); 5) Observability (i.e., ample opportunity for class observation using blended learning, tangible outcomes); 6) Resistance (i.e., homeostasis, overloaded tammmmmmsk).

  Thirdly, implications for design and development of guidebook are: 1) providing models to follow; 2) practice-oriented, not just theory-driven, 3) informative; 4) substantial; and 5)  providing ready-to use cases.