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INTRODUCTION The use of technology in the classroom to augment teaching and learning has increased over the past decade. This increased access to technology in the classroom has improved the potential for teachers to optimize student learning through a combination of both online learning programs and face-to-face student/teacher interaction. An approach that is gaining increased attention by teachers and administrators to optimize the use of technology in their classrooms is blended learning. Blended learning is defined by Garrison and Vaughan (2008) as “the organic integration of thoughtfully selected and complementary face-to-face and online approaches” (p. 148). Horn and Staker (2015) define blended learning as “…any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace” (p. 34). Essentially, blended learning employs an appropriate balance between—and implementation of— technology and face-to-face teacher/ student interaction to maximize a student’s learning experience. Blended learning is being implemented increasingly in K-12 contexts (Staker, Chan, Clayton et al., 2001; Picciano, Seaman et al., 2011). In 2007, Picciano and Seaman reported that 700,000 American K-12 students were enrolled in at least one online blended course (Picciano & Seaman, 2007). Two years later in a follow-up study, Picciano and Seaman reported that the number of students enrolled in at least one online learning course had increased to 1,030,000—two-percent of the total K-12 population—with 15% of the school districts who had not yet introduced blended learning reporting that they planned to introduce it into their schools within the next three years (Picciano & Seaman, 2009). Of this number of students who were enrolled in an online learning course in 2009, 70% of the students were enrolled in secondary education-level classes (Picciano, Seaman et al., 2011). Christensen et al. (2008) predict that by the year 2016, about 25% of all high school courses will be online and that by 2019, 50% of high school courses will be online. This data suggest that online learning is of increasing interest in K-12 contexts, especially in secondary education. In turn, increased interest has been generated by researchers and policy makers to provide quality online learning experiences for students. 3

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