ABSTRACT
This chapter begins by establishing a common ground for understanding how blended learning (BL) is defined in terms of the principal dimensions of media, method, and modality. The challenge of using BL as a treatment effect in research is explored, along with an argument for specifying blended models in terms of pedagogical as well as physical dimensions of the blend. The chapter includes a taxonomy for theoretical frameworks in BL research, along with guidance for identifying a good theoretical contribution. Finally, this research relates examples of both imported and originary theoretical contributions to BL research in issues concerning instructional design, institutions, students, and faculty and provides implications for future research.
