Online and Blended Postsecondary Learning

An Evidence-Based Perspective
1. Auflage 2026
ISBN: 978-1-041-03381-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 266 Seiten, Format (B × H): 152 mm x 229 mm

Online and Blended Postsecondary Learning provides a comprehensive yet accessible synthesis of new knowledge about the benefits and challenges of technology-enabled teaching and learning in higher education.

Summarizing the last ten years of research, trends, and strategic issues in online and blended learning, this book draws from major studies and meta-analyses as well as original scholarship to present a coherent and balanced account of digital learning’s opportunities and limitations. Across ten chapters, the authors illustrate how empirical research and professional practice have evolved in light of the explosion of urgency around remote learning and the widespread consumer availability of artificial intelligence tools. They review theoretical underpinnings of how students learn and explain how the affordances of current and emerging technologies can support effective, evidence-based instructional approaches. The authors then discuss institutional contexts for supporting effective practices, an increasingly critical issue in the age of AI. The book explores how the intentional design of blended in-person and online learning can optimally leverage affordances of technology while maintaining essential interpersonal aspects of students’ academic experiences.

Researchers, graduate students, and teaching faculty in educational technology, learning sciences, and instructional design programs, as well as administrators of university teaching and learning centers and online programs, will come away well-equipped to make informed decisions about policy and practice in a landscape that is changing rapidly, full of obstacles, and in need of enduring, foundational principles of teaching and learning.

Zielgruppe

Postgraduate, Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Means, Barbara

Griffiths, Rebecca

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen

Inhaltsverzeichnis

Part I: Foundations for Understanding Online Learning 1. Introduction 2. Antecedents of Online Learning: Learning Theories and Technology 3. Evidence-based Teaching Practices That Can Be Supported by Technology Part II: Evidence on Effectiveness of Online and Blended Learning 4. Research Methods for Investigating the Impacts of Learning Technology 5. Research on the Effectiveness of Online and Blended Learning 6. Research on Contemporary Technology Affordances 7. How Learner Differences Play Out in Digital Learning Part III: Applying Evidence to Design, Practice, and Policy 8. Research Methods for Improving Outcomes with Learning Technology 9. Tools and Practices Supporting High-Quality Online and Blended Learning 10. Contextual Factors Underlying the Growth of Online Learning 11. Generative AI and the Future of Teaching and Learning 12. Conclusion: Realizing Our Aspirations for Technology-Enabled Instruction

Über Autor(innen)

Barbara Means is Principal Learning Sciences Researcher in the Center for Learning Sciences Research at Digital Promise.

Rebecca Griffiths is Postsecondary Learning Research Director in the Center for Learning Sciences Research at Digital Promise.