Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments" compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge. Following a preface by the editors, a foreword by Charles R. Graham, a foreword by Beverly B. Ray, and an acknowledgment section by the editors, this book is organized into the following sections and chapters: Section 1: Blended Education: Trends, Design, and Development: (1) Trends of Blended Learning in K-12 Schools: Challenges and Possibilities (Alex Kumi-Yeboah and Patriann Smith); (2) Blended Learning: History, Implementation, Benefits, and Challenges in Higher Education (Kwesi Tandoh, Nidia Flis, and Joseph Blankson); (3) Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students (Sue C. Evans); (4) Designing Quality Blended Courses (Amy M. Grincewicz); (5) Framework for Promoting Complex Learning in a Blended Learning Environment (Jill E. Stefaniak); and (6) Blended Learning: An Opportunity for Integration or Variation? (David Starr-Glass). Section 2: Innovative Strategies in Blended Education: (7) The Flipped Approach: Past Research, Practical Applications, and Experiences in K-12 Science and Math Classrooms (Meghan Bagby); (8) Blending Face-to-Face and Technology: Implementing Flipped K-12 Classrooms (Philip G. Pulley); (9) Student-Driven Education with Flipped Learning and 20-Time (Thomas F. Driscoll and Katherine A. Petty); (10) Flipping the College Classroom: Participatory Learning, Technology, and Design (Heather Hughes); (11) Hybrid Courses with Flexible Participation: The HyFlex Course Design (Brian Beatty); and (12) Using Blended Principles to Bridge the Gap between Online and On-Campus Courses (Panagiota Gounari and Apostolos Koutropoulos). Section 3: Best Practices in K-20 Blended Education: (13) Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments (Stephanie Babb, and Ruth Johnson); (14) Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS) (Raymond W. Francis, Mary Jo Davis, and Jon Humiston); and (15) Blended Learning to Support Alternative Teacher Certification (Anika Ball Anthony, Belinda G. Gimbert, and Rebecca A. Parker). Section 4: Practical Applications and Student Outcomes in K-20 Blended: (16) The Teacher's Role in the Blended Classroom (Morten Fahlvik); (17) Fantasy Workshop: Active Use of a Learning Management System (LMS) as an Approach to Blended Learning (Marit Grande Haugdal and Hilde Sundfaer); (18) A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community (Norman Vaughan, Neepin Auger, Martin Sacher, and Mavis Sacher); (19) Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses (Kristin C. Ross); (20) Innovations in Blended-Learning: Promoting Proficiency in Reading Comprehension among Students with Dyslexia (Edith Gotesman and Miri Krisi); (21) Online Homework and Correlated Success in University Mathematics Courses: A Longitudinal Study (Stephen W. Kuhn, Sandy W. Watson, and Terry J. Walters); (22) A Blended Course to Teach Graphical Programming Using LabVIEW (Yücel Ugurlu); (23) Blended Learning Support for Undergraduate Students' Research and Writing Skills Development (Asako Yoshida); (24) A Skype-Buddy Model for Blended Learning (Carmen E. Macharaschwili and Linda Skidmore Coggin); (25) Blended Learning Experience of Graduate Students (Wafa Hozien); and (26) Key Factors for Maximizing the Effectiveness of Blended E-Learning: The Outcome of the Internal Evaluation of a Distance Education Program for Adult Learning in Greece (Maria Pavlis-Korres). A compilation of references, a section about the contributors, and an index are included.