The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. Principles of Blended Learning is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.

"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."Martha Cleveland-Innes is
professor and chair in the Center for Distance Education at Athabasca
University and guest professor of Technology-Enhanced 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.

The integration of information and communication technologies in education is unavoidable, as an increasing percentage of educators embrace modern technology, others are faced with the decision to reevaluate their own pedagogical practices or become obsolete. To meet the needs of students, one must first define what stipulates a successful K-12 student, the best practices of online classrooms, the warning signs for low-performing students, and how to engage web-based students. Optimizing K-12 Education through Online and Blended Learning addresses the models, support, cases, and delivery of K-12 online education. Seeking to further the conversation about the most effective ways to integrate ICT into the classroom, this publication presents theoretical frameworks to support educators and administrators. This book is an essential collection of research for teachers, administrators, students of education, IT professionals, developers, and policy makers.