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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F124460281%2FTeaching_in_Blended_Learning_Environments_Creating_and_Sustaining_Communities_of_Inquiry%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":118681193,"identifier":"Attachment_118681193","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":124460281,"created_at":"2024-10-05T21:59:28.945-07:00","from_world_paper_id":259883787,"updated_at":"2025-02-03T13:10:27.637-08:00","_data":{"publisher":"Athabasca University Press","ai_title_tag":"Building Communities in Blended Learning","grobid_abstract":"The advent of the World Wide Web has drastically changed the learning environment for students and instructors both inside and outside the classrooms of today's institutions of higher education. The practice of faculty transferring knowledge to their students solely by in-class lectures and discussions has become out dated. In turn, instructors must come to the realization that the Internet, much like overhead projectors and chalkboards of the past, can now be used as a pedagogical tool to increase the engagement of their students in a \"community of inquiry,\" both inside and outside of today's modern classrooms (p. 2). In their book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, Norman D. Vaughan, Martha Cleveland-Innes, and D. Randy Garrison build on these arguments and the previous work done by Garrison and Vaughan in their book Blended Learning in Higher Education (2008). Vaughan, Cleveland-Innes, and Garrison offer instructors a step-by-step guide to how blended learning can increase engagement, interaction, and collaboration in higher education. The ultimate goal of the work is to improve teaching in higher education through the development of blended learning environments that focus on design, facilitation, direction, and assessment. This, in turn, will create and sustain productive communities of inquiry that will benefit everyone engaged in positive learning experiences. Teaching in Blended Learning Environments is not solely a treatise on how 21 st-century instructors must use technology for the betterment of the community of inquiry they are attempting to develop. Nor is this a work that dismisses the instructor as the core of the community of inquiry. Instead, this work goes beyond blending face-to-face learning with the use of technology by positioning the instructor as the designer, facilitator, and director of the blended learning environment. The authors provide readers with a step-by-step instructional manual on how to apply the principles of blended learning in practical settings by combining face-to-face learning strategies with online learning strategies. The book begins with seven principles associated with productive undergraduate teaching, which include: 1. Encourage contact between students and faculty; 2. Develop reciprocity and cooperation among students;","grobid_abstract_attachment_id":"118681193"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [9418231]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":118681193,"attachmentType":"pdf"}"><img alt="First page of “Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/118681193/mini_magick20241006-1-l7yvyq.png?1728190831" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="9418231" href="https://athabascau.academia.edu/MarthaClevelandInnes"><img alt="Profile image of Martha Cleveland-Innes" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Martha Cleveland-Innes</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">3 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 124460281; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=124460281"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The advent of the World Wide Web has drastically changed the learning environment for students and instructors both inside and outside the classrooms of today's institutions of higher education. The practice of faculty transferring knowledge to their students solely by in-class lectures and discussions has become out dated. In turn, instructors must come to the realization that the Internet, much like overhead projectors and chalkboards of the past, can now be used as a pedagogical tool to increase the engagement of their students in a "community of inquiry," both inside and outside of today's modern classrooms (p. 2). In their book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, Norman D. Vaughan, Martha Cleveland-Innes, and D. Randy Garrison build on these arguments and the previous work done by Garrison and Vaughan in their book Blended Learning in Higher Education (2008). Vaughan, Cleveland-Innes, and Garrison offer instructors a step-by-step guide to how blended learning can increase engagement, interaction, and collaboration in higher education. The ultimate goal of the work is to improve teaching in higher education through the development of blended learning environments that focus on design, facilitation, direction, and assessment. This, in turn, will create and sustain productive communities of inquiry that will benefit everyone engaged in positive learning experiences. Teaching in Blended Learning Environments is not solely a treatise on how 21 st-century instructors must use technology for the betterment of the community of inquiry they are attempting to develop. Nor is this a work that dismisses the instructor as the core of the community of inquiry. Instead, this work goes beyond blending face-to-face learning with the use of technology by positioning the instructor as the designer, facilitator, and director of the blended learning environment. The authors provide readers with a step-by-step instructional manual on how to apply the principles of blended learning in practical settings by combining face-to-face learning strategies with online learning strategies. The book begins with seven principles associated with productive undergraduate teaching, which include: 1. Encourage contact between students and faculty; 2. Develop reciprocity and cooperation among students;</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":118681193,"attachmentType":"pdf","workUrl":"https://www.academia.edu/124460281/Teaching_in_Blended_Learning_Environments_Creating_and_Sustaining_Communities_of_Inquiry"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":118681193,"attachmentType":"pdf","workUrl":"https://www.academia.edu/124460281/Teaching_in_Blended_Learning_Environments_Creating_and_Sustaining_Communities_of_Inquiry"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-premium-marketing"></div></div><div class="ds-signup-banner ds-signup-banner-premium-marketing"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="premium-banner-content"><div class="left"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><span>Get access to the world's latest research</span></div><div class="right"><div class="card free"><div class="header">Free</div><div class="feature-list"><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Download one paper at a time</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Save papers to bookmarks</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Basic search</span></div></div><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--small ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"premium-banner-desktop-free"}">Sign up for free</button></div><div class="card premium"><div class="pill">Recommended</div><div class="header premium">Premium</div><div class="feature-list"><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Get highly curated PDF packages</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Track your impact with Mentions</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Access advanced search filters</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Support Academia’s mission</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Create your personal website</span></div></div><button class="ds2-5-button ds2-5-button--small ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"premium-banner-desktop-upgrade","submitText":"Try Premium for $1"}">Try Premium for $1</button></div></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Elizabeth</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning in Higher Education Challenges and Opportunities","attachmentId":112021434,"attachmentType":"pdf","work_url":"https://www.academia.edu/115682035/Blended_Learning_in_Higher_Education_Challenges_and_Opportunities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/115682035/Blended_Learning_in_Higher_Education_Challenges_and_Opportunities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="34957535" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34957535/Comparing_Effectiveness_of_Traditional_versus_Blended_Teaching_Methods_Efforts_to_Meet_the_Demands_of_Students_in_a_Blend_2_0">Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="21377657" href="https://independent.academia.edu/StefaniePanke">Stefanie Panke</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The current state of research on blended learning can be summarized as "blended is better than virtual and not worse than face-to-face teaching." There are few attempts to define the conditions under which a blended learning setting will enhance or hinder the students' learning process. This paper presents a comparative evaluation of a blended learning course design and a traditional classroom design in a campus-based university setting. Results indicate that contrary to what is typically expected, both pedagogical methods yield very similar results. Findings from this investigation can better inform academe and lead to recommendations for a state of the art "blend 2.0."</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0","attachmentId":54819711,"attachmentType":"pdf","work_url":"https://www.academia.edu/34957535/Comparing_Effectiveness_of_Traditional_versus_Blended_Teaching_Methods_Efforts_to_Meet_the_Demands_of_Students_in_a_Blend_2_0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34957535/Comparing_Effectiveness_of_Traditional_versus_Blended_Teaching_Methods_Efforts_to_Meet_the_Demands_of_Students_in_a_Blend_2_0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="16584277" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16584277/Using_Blended_Learning_to_Foster_Education_in_a_Contemporary_Classroom">Using Blended Learning to Foster Education in a Contemporary Classroom</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="22414092" href="https://independent.academia.edu/AboelmagdNoureldin">Aboelmagd Noureldin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">kwantlen.ca</p><p class="ds-related-work--abstract ds2-5-body-sm">A new era of technology is bringing promising prospects, accompanied by numerous new challenges for educators. Traditional methods, such as face-to-face teaching, are experiencing substantial transformations by utilizing these innovative technologies, many of which are instructional tools. To understand the complimentary opportunities and challenges, it will be beneficial to understand the new tools primarily based on computers, multimedia, internet and online interactive techniques. Leading contemporary solutions can be classified firstly as e-learning, an asynchronous technique using only innovative technologies without a real class for teaching, and secondly as blended learning, employing mixture of synchronous and asynchronous techniques by means of both face-to-face, online, and offline methods for instruction. This paper briefly reviews the different stages of admittance of new tools as a means of instruction based on the literature and our own experience with blended learning. Analysis of contemporary solutions, e-learning and blended learning will be presented along with their strengths and limitations. This paper suggests schemes to merge innovative technologies with traditional techniques that include design assessment, financial, technical and human requirement. Authors recommend keeping the spirit of traditional techniques alive without losing the extra edge that can be accomplished by augmenting traditional techniques with the latest technology development. Furthermore, it is an effort to encourage readers to brainstorm further to take full advantage of different techniques to enhance educational experience of the learner.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using Blended Learning to Foster Education in a Contemporary Classroom","attachmentId":40036227,"attachmentType":"pdf","work_url":"https://www.academia.edu/16584277/Using_Blended_Learning_to_Foster_Education_in_a_Contemporary_Classroom","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16584277/Using_Blended_Learning_to_Foster_Education_in_a_Contemporary_Classroom"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="68022241" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68022241/Challenges_for_collaborative_blended_learning_in_undergraduate_students">Challenges for collaborative blended learning in undergraduate students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15988643" href="https://usj-mo.academia.edu/KeithMorrison">Keith Morrison</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Research and Evaluation, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">This study reports a quasi-experiment in collaborative blended learning (CBL) with undergraduate students who, despite being in a world-leading, enriched digital environment, were new to collaboration and CBL. The mixed-methods research found that only small improvements to students' CBL took place over time, and explanations for this are proffered. The study found that the students needed specific and intensive instruction, practice, and development in how to collaborate, both with and without blended learning. Students discovered and appreciated the benefits, pitfalls, and challenges to collaboration and CBL largely by doing it: learning from experience. Collaboration and CBL do not release teachers from their instructional and pedagogical roles; rather, they place teachers and face-to-face instruction and practice in collaboration and CBL in classrooms, at the heart of effective practice and improvements here. Implications for teaching are suggested.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Challenges for collaborative blended learning in undergraduate students","attachmentId":78650330,"attachmentType":"pdf","work_url":"https://www.academia.edu/68022241/Challenges_for_collaborative_blended_learning_in_undergraduate_students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/68022241/Challenges_for_collaborative_blended_learning_in_undergraduate_students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="28074655" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28074655/Making_Sense_of_Blended_Learning_Treasuring_an_Older_Tradition_or_Finding_a_Better_Future">Making Sense of Blended Learning: Treasuring an Older Tradition or Finding a Better Future</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="52624550" href="https://independent.academia.edu/JohnDaniel49">John Daniel</a></div><p class="ds-related-work--abstract ds2-5-body-sm">A consensus is emerging that blended learning, a term that embraces various combinations of classroom presence and online study, will become the most common approach to teaching and learning in higher education. Does this consensus simply aim to safeguard the tradition of face-to-face teaching against an invasion of fully online learning-or can blended learning raise higher education to new levels of effectiveness and quality? We attempt an answer to this question.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Making Sense of Blended Learning: Treasuring an Older Tradition or Finding a Better Future","attachmentId":48389438,"attachmentType":"pdf","work_url":"https://www.academia.edu/28074655/Making_Sense_of_Blended_Learning_Treasuring_an_Older_Tradition_or_Finding_a_Better_Future","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28074655/Making_Sense_of_Blended_Learning_Treasuring_an_Older_Tradition_or_Finding_a_Better_Future"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="2115266" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2115266/Caner_M_2012_The_definition_of_blended_learning_in_higher_education_In_P_Anastasiades_Ed_Blended_Learning_Environments_for_Adults_Evaluations_and_Frameworks_Hershey_PA_IGI_Global_doi_10_4018_978_1_4666_0939_6_ch002">Caner, M. (2012). The definition of blended learning in higher education. In P. Anastasiades (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-0939-6.ch002.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="544152" href="https://akdeniz.academia.edu/MustafaCANER">Mustafa CANER</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Through the beginning of the millennium, the education environments have witnessed the introduction of information technologies and new pedagogies. Especially, the extensive use of Internet technologies as well as the networked learning made it possible to design and utilize new generation learning environments that are realistic, authentic, and engaging. By means of educational developments, alternative content delivery techniques or technologies have been implemented into the teaching environments throughout the years. In an effort to capitalize on the advantages of instructional delivery modalities and minimize the disadvantages, scholars started to combine the most functional elements of the instruction in these learning environments and that is universally called as ‘Blended Learning’. Although the blended learning as an instruction model has an increasing interest in the field of higher education, it is still in its infancy. The definitions of blended learning in the literature needs to be clarified or collocated for the readers, who would like to deal with blended learning in any level of instruction. Therefore, this chapter reviews the recent literature on blended and online learning and juxtaposes the definitions of the blended learning as well as the types of blended learning instruction that took place in the higher education environments.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Caner, M. (2012). The definition of blended learning in higher education. In P. Anastasiades (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-0939-6.ch002.","attachmentId":43551594,"attachmentType":"pdf","work_url":"https://www.academia.edu/2115266/Caner_M_2012_The_definition_of_blended_learning_in_higher_education_In_P_Anastasiades_Ed_Blended_Learning_Environments_for_Adults_Evaluations_and_Frameworks_Hershey_PA_IGI_Global_doi_10_4018_978_1_4666_0939_6_ch002","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2115266/Caner_M_2012_The_definition_of_blended_learning_in_higher_education_In_P_Anastasiades_Ed_Blended_Learning_Environments_for_Adults_Evaluations_and_Frameworks_Hershey_PA_IGI_Global_doi_10_4018_978_1_4666_0939_6_ch002"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="34889166" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34889166/Blended_Online_Education_Theory_Dana_Mathews">Blended Online Education Theory Dana Mathews</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26995402" href="https://independent.academia.edu/DanaMathews">Dana Mathews</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Online Education Theory Dana Mathews","attachmentId":54749554,"attachmentType":"pdf","work_url":"https://www.academia.edu/34889166/Blended_Online_Education_Theory_Dana_Mathews","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34889166/Blended_Online_Education_Theory_Dana_Mathews"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="49049491" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49049491/Blended_Learning_at_Ajman_University_of_Science_and_Technology">Blended Learning at Ajman University of Science and Technology</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5634065" href="https://ajman.academia.edu/MahmoudAbouNaaj">Mahmoud Abou Naaj</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Global Perspectives, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Blended Learning at Ajman University of Science and Technology","attachmentId":67437781,"attachmentType":"pdf","work_url":"https://www.academia.edu/49049491/Blended_Learning_at_Ajman_University_of_Science_and_Technology","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49049491/Blended_Learning_at_Ajman_University_of_Science_and_Technology"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="87572324" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning">Introduction to the Special Issue on Blended Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41719664" href="https://independent.academia.edu/AnthonyPicciano">Anthony Picciano</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Learning, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Introduction to the Special Issue on Blended Learning","attachmentId":91743691,"attachmentType":"pdf","work_url":"https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/87572324/Introduction_to_the_Special_Issue_on_Blended_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":118681193,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":118681193,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_118681193" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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