ABSTRACT
This study describes a decade-long gradual implementation of blended learning at UNC Charlotte. It provides a historical account of the conditions that motivated experimenting with blended learning; the impact of blended learning on how teaching and learning have evolved to date; and the role that administrators, students, and instructors have played in the implementation of blended learning. The study highlights the contributions of UNC Charlotte’s Center for Teaching and Learning as a catalyzer in enabling instructors to transition from face-to-face to blended instruction.
