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This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students´ attitude change toward country, (b) Helping students´ solve ill-structured design task problems, (c) Improving students´ critical thinking in assessing sources of information, (d) Improving students´ narrative and argumentative writing abilities and (e) Enhancing students´ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences.

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Introduction.- Promoting attitude change toward country: A theoretical framework and blended learning approach.- Solving design problems: A blended learning approach based on design thinking features.- Improving Social Studies students´ critical thinking.- Improving students´ argumentative writing and oral proficiencies.- Enhancing students´ learning of factual and conceptual knowledge.- Future research directions for blended learning research: A programmatic construct.

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"The chapters are indeed easy to read and contain plenty of valuable information, and the time taken in my busy schedule to absorb details remained practical. ... Using blended learning is full of tables, figures and diagrams that illustrate their findings. ... you will find it a valuable addition to your professional library." (Diane P. Janes, British Journal of Educational Technology, Vol. 46 (3), 2015)

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