Online Learning Consortium (OLC)
Online Learning Consortium (formerly Sloan‑C)
City University of New York
Online Learning Consortium (formerly Sloan‑C)
Hunter College, City University of New York
Executive Officer, Ph.D. Program in Urban Education, The Graduate Center, City University of New York
Associate Professor, School of Education, Hunter College, City University of New York
Assistant Professor, School of Education, Hunter College, City University of New York
Vice President for Administration / Deputy to the President, Hunter College, City University of New York
Dean of Administration and Institutional Research, College of Staten Island, City University of New York
Assistant Vice President for Administration, State University of New York at New Paltz
Director of Computer Services, Medgar Evers College, City University of New York
Manager of Administrative Computing, Herbert H. Lehman College, City University of New York
Anthony G. Picciano is a professor of education at the City University of New York (CUNY), holding faculty appointments at Hunter College (Administration and Supervision/Instructional Leadership) and at The Graduate Center in the Ph.D. Program in Urban Education, the Quantitative Methods in the Social Sciences program, and the doctoral certificate program in Interactive Technology and Pedagogy. His scholarship centers on online and blended learning, educational technology, higher education policy and leadership, and research methods; he has authored numerous articles and over a dozen books. He co‑founded CUNY Online in 1998 and has long served on the Board of Directors of the Online Learning Consortium (formerly Sloan‑C). He began his higher‑education career in computing in 1970 and taught his first college‑level programming and systems analysis course in 1971. He earned his Ph.D. in Education Administration from Fordham University and earlier degrees from Hunter, Lehman, and Baruch Colleges. In 2010 he received OLC’s national award for outstanding individual achievement in online education and was elected to the inaugural class of OLC Fellows. citeturn5view0turn13search4turn18search1turn17search0turn18search0
A conceptual model for blended learning design that aligns multiple instructional modalities—face‑to‑face and online—to pedagogical goals so as to address diverse learner needs while letting objectives drive technology selection.
An integrated theoretical framework for online education that synthesizes prior models to organize online learning activities by pedagogical purpose, supporting research and design across modalities.
Online Learning • Journal
After surveying major theories applied to online education, the article proposes an integrated Multimodal Model for Online Education organized by pedagogical purpose. It synthesizes prior frameworks (e.g., Anderson) to provide a cohesive lens for research and design of online learning experiences. citeturn22search4
Online Learning • Journal
Revisiting technology‑planning principles for institutional online education initiatives, this article argues for purposeful, systems‑based planning over disruption narratives. It outlines key components for aligning institutional culture and capacity with sustainable online growth. citeturn22search3
Online Learning (formerly Journal of Asynchronous Learning Networks) • Journal
This paper traces the evolution from data‑driven decision making to today’s big data and analytics in higher education. It defines core concepts, surveys emerging administrative and instructional applications, and outlines concerns and limitations, arguing that while big data are no panacea, analytics can contribute to solutions when integrated thoughtfully across functions. citeturn6search2
The Internet and Higher Education • Journal
Summarizes three national surveys of district/high‑school leaders conducted by the Babson Survey Research Group. Reviews the scale, forms (fully online, blended, supplemental), and purposes of K–12 online learning and discusses implications for policy and high‑school reform, situating K–12 developments in the broader trajectory of online education.
Online Learning (formerly Journal of Asynchronous Learning Networks) • Journal
This article proposes the Blending with Purpose multimodal conceptual model for designing and developing blended courses and programs. Because learners differ by generation, personality, and learning style, instructors should use multiple modalities—combining face‑to‑face and online technologies—driven by course goals and objectives. The paper reviews definitions, how faculty/students use technology, generational differences, and learning styles to motivate the model. citeturn6search1
Online Learning (formerly Journal of Asynchronous Learning Networks) • Journal
The study examines student performance in a fully online course in relation to the nature and extent of student interaction and sense of presence. Using multiple measures of interaction/presence and performance aligned to course objectives, the analysis goes beyond grades and withdrawals to consider outcomes specifically tied to course goals. Findings speak to the role of interaction and social presence in learning effectiveness in asynchronous environments. citeturn6search0
Routledge • Book
A substantially revised second edition providing a comprehensive treatment of fully online and blended teaching and learning. It situates online education historically and conceptually, then analyzes impacts on instruction, program integration, social interaction, content and media, policy, and administration. New coverage addresses synchronous expansion and generative AI, and a concluding chapter looks ahead to futures shaped by advanced AI, cloud computing, biosensing, and robotics. citeturn14view0
Routledge • Book
Edited collection presenting current research on blended learning, its evolving tools (adaptive/personalized instruction, virtual environments, analytics), and implications for effectiveness, scale, and equity across K‑12 and higher education. citeturn15search2
Routledge • Book
Analyzes major community college reforms following the 2008 recession—covering initiatives and policies in California, New York (CUNY’s ASAP and Guttman CC), Tennessee, Florida, Connecticut, and Wisconsin—and assesses their impacts and lessons for future practice. citeturn16search4turn16search2
What Works Clearinghouse (WWC), Institute of Education Sciences (NCEE) • Report
Evidence‑based guide for higher‑education instructors and leaders with five recommendations: promote interaction with communication/collaboration tools; use varied, personalized digital resources; foster self‑regulated learning; provide timely, targeted feedback; and use simulations for complex problem‑solving. citeturn22search0
Routledge • Book
A comprehensive history of the City University of New York from its establishment in 1961 through five decades of growth and challenges, situating CUNY’s evolution within broader developments in U.S. higher education. citeturn16search0turn16search3
Routledge • Book
This volume examines the development of online education and its policy landscape—from early adoption and the MOOC era to mainstreaming—considering implications for faculty roles, access, pedagogy, and governance. It outlines scenarios for the 2020s and beyond in the context of technology‑driven change in higher education. citeturn15search1turn22search5
Routledge • Book
A methods‑focused book that surveys paradigms, designs, and exemplars for research in online and blended learning. It guides researchers and evaluators in framing questions, selecting appropriate methodologies, and interpreting findings in technology‑mediated contexts. citeturn15search4turn15search3