ABSTRACT
This chapter explores the similarities and differences that have occurred in blended learning from the several perspectives. Second, blended learning is examined through the lens of the Community of Inquiry framework. Administrators indicated that a key enabler for both enhancing the institutions reputation as well as expanding the university's course offerings in blended learning was rooted in its financial support for pedagogical and technological services. Some administrators described the definitional debate as complex and somewhat complicated since there is a full range of variations in claiming a course to be hybrid or offered in a blended learning format. The chapter focuses on blended learning over the past decade can be used to identify a future research agenda from the perspective of students, faculty, and administration. The Community of Inquiry framework has been instrumental in helping researchers and practitioners appreciate the core elements of online learning and what it takes to create and sustain collaborative communities.
