Charles R. Graham

Using interviews with parents of online secondary students, the study illustrates how parents provide affective, behavioral, and cognitive support consistent with the ACE framework, while also revealing roles (e.g., advocacy, teacher communication, self‑teaching) not fully captured by ACE. Implications for systems that better support parental engagement are discussed.

As guest editors introduce a special issue on online learning, the authors define online learning and variants, situate it historically, and outline multidimensional issues (e.g., access, equity, pedagogy, assessment) sharpened by the COVID‑19 era. They propose an interdisciplinary agenda at the nexus of educational technology, educational psychology, and the learning sciences.

Introduces the Academic Communities of Engagement (ACE) framework, which posits that students’ affective, behavioral, and cognitive engagement is supported by both course communities and personal communities. Maps actors and support elements to engagement types and offers implications for practice and research.

The paper critiques prevailing technology‑integration models and proposes PICRAT, combining students’ relationship to technology (Passive–Interactive–Creative) with the impact on a teacher’s practice (Replacement–Amplification–Transformation). PICRAT is argued to be clear, compatible, and fruitful; to emphasize technology as a means to pedagogical ends; to balance parsimony with comprehensiveness; and to focus attention on students’ learning activities. Implications are offered for teaching technology integration in teacher preparation.

Presents PICRAT, a model that combines students’ relationships to technology (Passive, Interactive, Creative) with the teacher‑practice lens (Replacement, Amplification, Transformation). The model emphasizes technology as a means to pedagogical ends, offering a clear, balanced tool for preparing teachers to plan, analyze, and improve technology integration.

Introduces the Academic Communities of Engagement (ACE) framework, which explains how affective, behavioral, and cognitive engagement in online/blended courses is supported by two communities: the course community and the student’s personal community. The article identifies actors and support elements in each community and discusses implications for research and practice.

Discusses blended learning as a dominant modality in higher education and examines outcomes such as access, success, and student perceptions. Argues that future blends will increasingly interweave with emerging information‑communication technologies, outlining implications for research, practice, and policy.

Synthesizes approaches to conceptualizing and measuring engagement in online and blended settings. Reviews self‑report, behavioral/trace, and physiological measures; discusses strengths and limitations; and recommends improving definitions and multimethod measurement—especially for emotional engagement—in technology‑mediated learning.

Analyzes the effects of text‑based versus video‑based instructor feedback in blended courses. Results indicate that media choice shapes students’ perceptions of instructor social presence and can influence how learners engage with feedback. The authors discuss tradeoffs and strategies for effective feedback design.

Applies the institutional adoption framework to 11 U.S. institutions participating in a Next Generation Learning Challenge. Reports patterns in institutional strategy, structure, and support as campuses move from exploration to adoption of blended learning, offering practical guidance for implementation.

Analyzes six universities at different stages of blended‑learning adoption to propose a framework that spans awareness/exploration, adoption/early implementation, and mature implementation/growth. It identifies key strategy, structure, and support issues that guide leaders in scaling blended learning institution‑wide.

Presents four narratives of online learners with differing characteristics using asynchronous video. Shows how modality interacts with traits such as introversion, self‑regulation, and language proficiency, and how instructor video messages can help some students progress. Provides implications for designing video‑mediated interactions.

Interviews with students across three higher‑education courses using different video strategies showed that asynchronous video can reduce feelings of isolation in online courses and strengthen perceptions of instructor and peer presence. Findings, framed by the Community of Inquiry model, suggest video communication can humanize interactions and bolster learning when thoughtfully integrated.

Interviews students across three courses using different asynchronous video strategies. Students perceived instructor videos as making instructors feel more real and present, with video also supporting student social presence, albeit to a lesser degree. The paper offers design considerations for fostering social presence via video.

Uses Whetten’s theory‑building criteria to examine the TPACK framework. Highlights conceptual ambiguities and boundary issues among constructs, and calls for clearer definitions and theoretically grounded measures to advance research and teacher education related to technology integration.

Using qualitative methods, this study examined how university instructors adopted and integrated a learning management system (Blackboard). Instructors commonly began with a few features, faced technical and pedagogical integration challenges, and then either expanded use, limited use to select features, or discontinued use. Implications address support and training needs for successful adoption.

Introduces the concept of blended learning, outlines what can be blended (delivery modes, methods, and media), and articulates six goals for blended environments—pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision—illustrated through case examples and implications for research and practice.