Teaching in Blended Learning Environments
160 pages, 5 3/20 x 8 4/25
11 tables, 22 figures
Release Date:15 Dec 2013

Teaching in Blended Learning Environments

Creating and Sustaining Communities of Inquiry

Athabasca University Press

Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.

Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.

Norman D. Vaughan is a professor in the Department of Education, Faculty of Teaching and Learning at Mount Royal University. He is the co-author with D. Randy Garrison of Blended Learning in Higher Education (Jossey-Bass, 2008).

Martha Cleveland-Innes is professor and chair in the Center for Distance Education at Athabasca University and guest professor in the Department of Learning at the Royal Institute of Technology in Stockholm.

D. Randy Garrison is a professor in the Faculty of Education at the University of Calgary. He has authored, co-authored, or edited nine books and over a hundred refereed articles/papers on the topics of teaching and learning in higher and online learning contexts.

List of Tables – vii

List of Figures – viii


Preface – 1

1. Conceptual Framework – 7

2. Design – 19

3. Facilitation – 45

4. Direct Instruction – 63

5. Assessment – 81

6. Technology – 97

7. Conclusion – 121


Appendix – 127

References – 131

Index – 139
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