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This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.

This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.

This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de‐emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology‐supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.

This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.

The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.

This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time‐based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.

The paper aims to present a strategic model for online program success in higher education and to discuss the implications of web‐based teaching for learning assessment and program evaluation.

This paper uses an analytic approach to deconstruct a successful online program to identify necessary elements for the initiative to become apart of the institutional culture.

The paper traces the evolution of online learning in higher education over the past decade, poses the necessary strategic planning questions that must be answered, identifies critical success factors, argues that that the broadening scope of evaluation will have to encompass emerging constructs such as information fluency, and hypothesizes online learning as a systemic initiative.

The study intends to stimulate case study research at other colleges and universities using the template of this paper to assess whether or not the model constructs and elements are robust with respect to institutional context.

This paper outlines a planning and assessment protocol that may be used for establishing successful online programs and assessing the outcomes of the initiative in terms of the original objectives as well as unanticipated side effects.

This paper unifies many heretofore disparate components of online learning as they effect student populations, faculty development, necessary support services, program accountability, infrastructure issues, and new models for evaluation.

The aim of this paper is to provide discursive background to a consideration of higher education's approach to online learning and set out the terms of engagement represented by the articles in this issue.

The paper is in the form of a narrative surveying the state of the discourse on online learning and providing a brief introduction to each of the articles.

The paper finds that history of online education has been compressed into a brief period, but it has already undergone several phases: from initial euphoria over the possibilities for expanded enrollments to a realization that online learning posed a new set of knotty pedagogical and institutional issues, to a current maturing phase. In this latter phase there is a pressing need for a public dialog that addresses the institutional challenges inherent in online education, and that provides examples of successful experiences and even specific guidelines for any institution or program involved with – or considering initiation of – an online program. This special issue of On the Horizon is intended as a contribution to this dialog.

The paper establishes a framework for in‐depth consideration of the issues addressed in this issue of On the Horizon.