ABSTRACT
Considering blended learning the new normal in higher education has become commonplace. However, as blended learning has evolved, its definition, understanding, model development and practice have become widely varied. Although there is consensus about its pedagogical versatility, there are questions concerning the what-when-how-why-where and for-how-long that deserve further discussion. This chapter addresses new perspectives for understanding diversity in blended learning in higher education. The authors address teaching context, discuss blending as integration and time as a blended course design construct, and use activity theory to better understand empirical data from an actual course.
