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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers

Chuck Dziuban (University of Central Florida, USA)
Anthony Picciano (City University of New York, Hunter College, USA)
Charles R. Graham (Brigham Young University, USA)
Patsy Moskal (University of Central Florida, USA)
Session Information
July 7, 2015 - 4:30pm
Teaching & Learning Effectiveness
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Featured Session
Plaza Ballroom E
Session Duration: 
50 Minutes
Concurrent Session 3
Virtual Session

This session focuses on issues with conducting quality online and blended learning research, including: big data, learning analytics, surveys, literature searches, case studies, etc.

Extended Abstract

Online and blended learning approaches have become commonplace in education because technology creates expanded possibilities for understanding how teachers teach and how students learn. However, these new pedagogical frontiers define a research domain that must address a variety of issues related to learning effectiveness, student and faculty attitudes, access, workload, and cost-benefits. In the continually evolving educational environment, this line of inquiry is requisite for determining useful evidence of the impact for these new endeavors.

This session will examine various perspectives, issues, and methods for conducting blended learning research. Session topics are grounded in educational research theory and practice and will be valuable to both the theory-based researcher as well as the evaluator investigating her or his own courses and programs. The presenters will encourage participants to facilitate discussion on their personal experiences with blended learning research, examining how they can apply these approaches to successfully gather evidence of impact in their own contexts.

Lead Presenter

Charles Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where has been a faculty member since 1970 teaching research design and statistics.  Since 1996, he has directed the impact evaluation of UCF’s distributed learning initiative examining student and faculty outcomes as well as gauging the impact of online, blended and lecture capture courses on the university.   He has received funding from several government and industrial agencies including the Ford Foundation, Centers for Disease Control, National Science Foundation and the Alfred P. Sloan Foundation.   In 2000, Chuck was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor of Professor Emeritus. In 2005, he received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual. In 2007 he was appointed to the National Information and Communication Technology (ICT) Literacy Policy Council. In 2010 Chuck was named an inaugural Sloan-C Fellow.


Dr. Anthony G. Picciano is a Professor and Executive Officer for the Ph.D. Program in Urban Education at the Graduate Center of the City University of New York (CUNY). He is also a member of the faculty in the Education Leadership Program at Hunter College, the doctoral program in Interactive Pedagogy and Technology at the Graduate Center, and the CUNY Online BA Program in Communication and Culture. He has forty years of experience in higher education administration and teaching and has served as a director of computer services, dean, vice president, and deputy to the president at CUNY and SUNY colleges. He has been involved in a number of major grants from the U.S. Department of Education, the National Science Foundation, IBM, and the Alfred P. Sloan Foundation. In 1998, Dr. Picciano co-founded CUNY Online, a multi-million dollar initiative funded by the Alfred P. Sloan Foundation that provides support services to faculty developing online and blended learning courses. In 2006, Dr. Picciano was part of the faculty group to design the first fully online BA program in CUNY. He currently serves as a representative of the president of the Graduate Center on the CUNY School of Professional Studies Governance Board.

Dr. Picciano’s major research interests are school leadership, policy, Internet-based teaching and learning, and multimedia instructional models. He has authored numerous articles and eight books including Data-Driven Decision Making for Effective School Leadership (2006, Pearson), Educational Leadership and Planning for Technology, 4th Edition (2005, Pearson), Distance Learning: Making Connections across Virtual Space and Time (2001, Pearson), and Educational Research Primer (2004, Continuum). His latest book was co-edited with Chuck Dziuban (University of Central Florida) and is entitled, Blended Learning: Research Perspectives (2007, Sloan Consortium). Dr. Picciano also recently finished a national study with Jeff Seaman (Babson College Survey Research Group) on the extent and nature of online learning in American school districts. It was the first study to collect data on and compare fully online and blended learning in K-12 schools. In 2007, Dr. Picciano served as a guest editor for an edition of the Journal of Asynchronous Learning Networks (JALN) dedicated to research in online learning in K-12 environments. Most recently, he also guest edited a special edition of JALN dedicated to blended learning.

Dr. Picciano has been on the Board of Directors of the Sloan Consortium since 2001. His activities have included serving on the planning committees for the Annual Conference (2001–2008), the Annual Workshop on Blended Learning (2003–2008), and the Symposium on Emerging Technologies (2008). He has also served as the project director for the Consortium’s Interpenetration Grant Activities. Lastly, he has been an associate editor of JALN since 2002.


Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with interest in technology-mediated teaching and learning. Charles studies the design and evaluation of blended learning environments and the use of technology to enhance teaching and learning. Charles has authored articles in over two dozen journals. He has also published work related to online and blended learning environments in edited books including Online Collaborative Learning: Theory and Practice, Blended Learning: Research Perspectives, The Encyclopedia of Distance Learning, and the AECT Handbook of Research on Educational Communications and Technology. Charles also co-edited the Handbook of Blended Learning: Global Perspectives, Local Designs which contains thirty-nine chapters with examples of blended learning in higher education, corporate, and military contexts from around the world. His research publications can be found online at: http://www.mendeley.com/profiles/charles-r-graham/


Patsy D. Moskal is the Associate Director for the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where she has been a faculty member since 1989. Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has also received funding from several government and industrial agencies including the National Science Foundation, Next Generation Learning Challenges, and the Alfred P. Sloan Foundation. In 2011, she was given the honor of being named a Sloan-C Fellow. She has co-authored numerous articles and chapters on blended and online learning and is a frequent presenter at conferences and to other researchers.