Dear Commons Community,

I am pleased to announce that the latest in our series of books on blended learning research was  published last week.  Blended Learning Research Perspectives: Volume 3,  by Anthony G. Picciano, Charles, D. Dziuban, Charles R. Graham, and Patsy D. Moskal is available at Routledge/Taylor & Francis and at Amazon.com

Blended learning has evolved to be the new normal in most of education particularly at the secondary and post-secondary levels. With twenty-two chapters and 438 pages, this book represents the world’s most extensive compilation of blended learning research now available. More than fifty authors have published chapters on original blended learning research  in this volume.  Below is its table of contents.

Here is what some of our reviewers have had to say:

“If you missed Volumes 1 and 2, you’re in luck, since Volume 3 has arrived exactly when educators around the world are adopting a cacophony of blended learning approaches, activities, and analyses.”

―Curtis J. Bonk, Professor of Instructional Systems Technology in the School of Education at University of Indiana, USA

“This volume, like its two predecessors, is a rich buffet of research reports and insights. But the last entrée is a dessert not to be missed, a concluding chapter that ties together many diverse strands as it speculates about the future.”

―George L. Mehaffy, Senior Advisor at Sova

“The first two volumes of Blended Learning: Research Perspectives were crucial roadmaps to the future of teaching and learning. This third volume is a beacon of light cutting through the COVID-19 clouds to show us the way forward once again.”

―Dale P. Johnson, Director of Digital Innovation in the University Design Institute at Arizona State University, USA

“Volume 3 in this series on blended learning both complements and extends the previous contributions and is essential reading for educators who teach, design, evaluate, and research in contemporary educational environments”.

―Gavin Sanderson, SFHEA, Program Director of the Graduate Diploma in Education Studies (Digital Learning) at University of South Australia, Australia

“The variety of topics covered in this book accurately mirrors the complexity facing education. Highly valuable reading for all involved in education.”

―Maria Zajac, Editor-in-Chief of E-Mentor and Certified Instructional Designer at SGH Warsaw School of Economics, Poland

If you have any questions, feel free to contact me or any of my co-authors.

Tony

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Table of Contents

Preface

Section I – Introduction and Foundations

Chapter 1: Introduction – Patsy D. Moskal, Anthony G. Picciano

Chapter 2: Exploring Definitions, Models, Frameworks, and Theory for Blended Learning Research – Charles Graham

Section II – Student Outcomes

Chapter 3: Neotraditional Students and Online Discussions:  What Do They Really Want? – Jeff Renfrow

Chapter 4: Blended Delivery Modes and Student Success: An In-Depth Exploration of How Different Levels of Online and Blended Course Taking Relate to Student Retention – Scott James, Karen Swan

Chapter 5: Scaling Course Design as Learning Analytics Variable – John Fritz, Thomas Penniston, Mike Sharkey, John Whitmer

Section III – Faculty Issues

Chapter 6: Highly Effective Blended Teaching Practices –  Cub Kahn, Lynne L. Hindman

Chapter 7: Blended Faculty Community of Inquiry Transforms Online Teaching Perceptions and Practices – Karen Skibba, Maria Widmer

Chapter 8: Impact Analysis of Ten Years of Blended Learning – Concepcion B. Godev, Jaesoon An

Section IV – Adaptive Learning Research

Chapter 9: Efficacy of Adaptive Learning in Blended Courses – Jeremy Anderson, Heather Bushey, Maura Devlin, and Amanda Gould

Chapter 10: Adaptive and Active: The Integration of Adaptive Courseware Through the  Lens of Blended Learning – Janelle D. Voegele, Raiza Dottin

Chapter 11: A Blended Learning Case Study: Geo Exploration, Adaptive Learning and Visual Knowledge Acquisition – Mark Jack Smith

Section V – K-12 Perspectives

Chapter 12: Competencies and Practices for Guiding K-12 Blended Teacher Readiness – Cecil R. Short, Courtney Hanny, Michelle Jensen, Karen Arnesen, Charles R. Graham

Chapter 13: Examining Peer-to-Peer Supports in K-12 Blended Academic Communities of   Engagement – Jered Borup, Shea Walters, Rebecca Stimson

Chapter 14: Intellectual Agency of Linguistically Diverse Students with Disabilities in a Blended Learning Environment – Mary Rice, Mark Stevens

Chapter 15: Multimodal Blended Learning and English Language Learners – Mark Stevens

Section VI – International Perspectives

Chapter 16: Negotiating the Blend – George R Bradford  and Anders Norberg,

Chapter 17: Blended Learning and Shared Metacognition: What’s the Connection? – Norm Vaughan

Chapter 18: Evidence-Based Blended Learning Design: A Synthesis of Findings from Four Studies – Ron Owston, Taru Malhotra, Dennis York, Jirarat Sitthiworachart

Section VI – Science and Health Research

Chapter 19: Blending Geoscience Laboratory Learning and Undergraduate Research with Interactive Open Educational Resources – Juhong Christie Liu, Elizabeth Johnson, Erik Haroldson

Chapter 20: Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program – Timothy Miller, Swapna Kumar

Chapter 21: Integrative Blended Learning: Theory, Disciplines, Application, Critical Thinking and Assessment – Paige L. McDonald, Karen S. Schlumpf, Gregory C. Weaver, Mary Corcoran

The Future

Chapter 22: Education and Blended Learning: Some Possible Futures – Charles Dziuban, Anthony G. Picciano