Blended Learning Environments

In recent decades, rapid technological innovation has facilitated a convergence between traditional face-toface and distributed (or technology-mediated) learning environments. These blended learning environments try to take advantage of the strengths of both archetypal learning environments (Graham, 2006). The emergence of blended learning is highlighted in higher education and in industry training literature. The Chronicle of Charles R. Graham and Charles Dziuban 270 Higher Education reports that the President of Pennsylvania State University regards the convergence between online and residential instruction as the “single greatest unrecognized trend in higher education today” (Young, 2002, p. A33). Similarly, the American Society for Training and Development identifies blended learning as one of the top ten emergent trends in the knowledge delivery industry (Finn, 2002). Yet, surprisingly, we understand little about the nature of blended learning systems. This chapter identifies core issues and research about blended learning using the Sloan Consortium’s five pillars (learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness, and access) as an organizing framework (Lorenzo and Moore, 2002). The authors also discuss future directions in blended learning research.