Case Studies on Blended Learning in Higher Education: An Interview with Sanjaya Mishra

Santosh Panda, Sanjaya Mishra and Pradeep Kumar Misra are the editors of a two-volume series on blended learning in higher education. Sanjaya Mishra and his co-editors compiled this collection to help institutions transition to blended and online learning in a more structured way, particularly in the post-pandemic landscape. The books aim to serve as comprehensive resources for educators, instructional designers, policymakers, and researchers interested in the effective implementation of blended learning in higher education.

The response to the initial call for chapters was so strong that the project expanded into two volumes. The first book has already been published, and the second one is scheduled for release in spring 2025:

• Case Studies on Blended Learning in Higher Education: Design, Development, and Delivery
  This volume explores the challenges and expectations educators face when implementing blended learning approaches. It presents case studies that delve into the design, development, and delivery of blended courses, covering theoretical foundations and technological affordances in specific higher education contexts.
• Case Studies on Blended Learning in Higher Education: Policy, Planning and Quality Assurance
  This volume focuses on the planning, management, and evaluation aspects of blended learning programs. It offers case studies on policy development, strategic planning, quality assurance, and program evaluation, providing a holistic perspective on implementing high-quality blended learning initiatives.

In the interview, we talk about the editing process and lessons to be learned from the publication.

Video Interview

Edited Transcript 

Stefanie Panke: My first question is: how did the idea for this book come into being? What sparked this project?

Sanjaya Mishra: Thank you, Stefanie, for this invitation and for being a contributor to the book. The idea came from our own experience in blended and online learning.

During the pandemic, we observed that higher education institutions adopted what was called at that time “emergency remote teaching.” Post-pandemic, many of these institutions began adopting online or blended learning based on their pandemic experiences. While this transformation was a positive trend, we realized that many institutions might not have approached it in the best possible way. We wanted to create a resource that could help institutional leaders and teachers transition to blended and online teaching in a more structured manner.

We knew there was already a lot of work available on blended learning. So, we decided to take a different approach—focusing on case studies from around the world. We wanted the book to be a reflective practitioner’s guide, helping educators contextualize learning from different experiences. That’s how the idea for the book came about.

Stefanie Panke: That ties into my question about the authors and contributors. This is an extremely international collaboration. How did you recruit the authors, and what was your process for moving from the initial idea to a more systematic and grounded approach?

Sanjaya Mishra: We started with a framework outlining the key dimensions of blended learning that needed to be considered. We reached out to people we knew had significant experience in blended learning—both from our personal networks and through literature. We used a two-pronged approach: first, we directly invited experts we believed could contribute, and second, we issued a call for chapters via social media.

This approach generated a strong response, confirming the need for a book like this. In fact, we received so many quality submissions that we couldn’t fit them all into one book. As a result, this has become a two-book project. One volume has already been released, and the second will be published in March 2025. The first book focuses on design and development issues, while the second one will cover planning, management, quality assurance, and professional development.

We also wanted this book to be different—something more interactive. The case studies include reflective questions or prompts that educators can use in professional development training or graduate courses. These questions facilitate discussion and help readers apply the lessons from the book to their own institutional contexts.

Stefanie Panke: Generative AI is currently a major topic in educational technology. You have a chapter in the book that addresses AI in course production. Did you use any generative AI tools during the editorial process?

Sanjaya Mishra: As editors, we were very clear from the start that AI tools should not be used for writing. We explicitly stated this in our guidelines to authors. Some contributors initially included ChatGPT citations, but we asked them to remove those references. Since AI-generated content is often ephemeral and difficult to track, we wanted to ensure the integrity of our work.

We did, however, use similarity detection software to check for appropriate citations and potential overlap with existing literature. While these tools are not foolproof, they served as an additional layer of verification. Beyond that, we relied on traditional word processing tools for spell-checking and formatting. Our three co-editors have extensive editing experience, which helped streamline the process without needing AI assistance.

Stefanie Panke: As a contributing author, I found the peer review process for this book particularly helpful and effective. Given that you relied solely on human expertise, what are some key takeaways for editors looking to manage a successful peer review process?

Sanjaya Mishra: Peer review was a crucial part of maintaining high quality in this book. The authors were very receptive to feedback, which made the process smoother.

One of the most important aspects of editing is project management. Timelines are critical. We were fortunate that both our reviewers and authors adhered to deadlines, which allowed us to keep the project on track.

Since we had multiple co-editors, regular meetings were essential to align our perspectives. In the early selection stages, we each read and assessed different chapters, then came together to discuss which submissions best fit our framework. Additionally, all peer review comments were reviewed by all three editors before being shared with authors. This ensured that we provided constructive and contextually relevant feedback. Given that our authors were experts in their own fields, we wanted to be careful not to suggest changes that would misrepresent their contexts. The collaborative approach among the co-editors was key to the success of this project.

Stefanie Panke: In the final chapter of the book, you and the other editors discuss future directions for blended and online learning. What are some trends that excite you, and what concerns do you have about the field’s development?

Sanjaya Mishra: We are very excited about the future of blended learning, particularly its expansion in low- and middle-income countries. While developed nations already have significant blended learning initiatives, there is great potential for growth in other regions.

In the final chapter, we outline three possible futures for blended learning. One scenario sees blended learning remaining a complementary approach, used selectively within predominantly face-to-face institutions. Another scenario envisions institutions integrating blended learning systematically across all programs. The third scenario suggests that most learning will become online, incorporating emerging technologies like AR and VR to enhance skill-based education while maintaining human interaction.

One of our key concerns is ensuring that institutions adopt best practices rather than simply repeating emergency remote teaching models. Learning from others’ experiences can help institutions implement blended learning effectively from the outset, rather than relying on trial and error.

Stefanie Panke: That leads nicely into my final question: who should read this book, and why?

Sanjaya Mishra: This book is for anyone interested in implementing blended learning in a critical, reflective, and systematic way. Our primary audience includes educational leaders, teaching and learning center managers, instructional designers, and graduate students in educational technology programs.

Each chapter functions as an independent case study, allowing readers to focus on topics relevant to their needs—whether it’s planning, management, AI integration, learning design, evaluation, or quality assurance. One of the book’s strengths is its flexibility; it gives readers the agency to contextualize learning to their own situations. This is why we believe the book will be valuable for professional development settings and as a teaching resource in graduate education courses.

Stefanie Panke: Thank you so much for taking the time to speak with me today. I hope to see you soon at one of the AACE conferences or in another collaboration setting. Is there anything else you’d like to share—any upcoming projects or announcements?

Sanjaya Mishra: Thank you for this opportunity. It’s been a pleasure speaking with you. At the moment, I’m very excited about this book, but I’m also working on another edited volume on open universities, which should be available later this year.