CoverForewordBlended LearningBack to Feedback Basics Using Video RecordingsBlended Learning Research and PracticeFaculty Perceptions of Using Synchronous Video-based Communication TechnologyThe Handoff: Transitioning from Synchronous to Asynchronous TeachingImproving Problem-Based Learning with Asynchronous VideoMotivations Among Special Education Students and their Parents for Switching to an Online SchoolProctoring Software in Higher EdTeacher, Are You There? Being "Present" in Online LearningUnderstanding How Asynchronous Video Can Be Critical to Learning SuccessInstructional DesignContinuous Improvement of Instructional MaterialsThe Design of Holistic Learning EnvironmentsDesigning Technology-Enhanced Learning ExperiencesEducational Technology"I Can Do Things Because I Feel Valuable"Implementation and Instructional DesignInstructional Design Prototyping StrategiesModeling Expertise Through Decision-based LearningNavigating Worlds of Significance: How Design Critiques Matter to Studio ParticipantsSimulations and GamesOpen EducationA/B Testing on Open TextbooksThe Interaction of Open Educational Resources (OER) Use and Course Difficulty on Student Course Grades in a Community CollegeOpen educational resources: undertheorized research and untapped potentialRecognizing and Overcoming Obstacles of OERSharing and Self-promotingOther Research AreasThe Ecology of Study Abroad for Language LearningEducational PsychologyHigher EducationResearch Impact MetricsTeaching and Teacher EducationWhy do faculty resist change?


The Instructional Psychology and Technology (IP&T) Department at Brigham Young University is a world leader in teaching and research in Blended Learning, Open Education, Instructional Design, and other areas. This volume is a collection of open-access articles written by faculty, students, alumni, and associates of the IP&T Department for the year 2021.

Graduate students in an Introduction to Open Education course taught by Dr. Royce Kimmons organized this volume and reformatted articles from their original publishing venues to showcase cutting-edge work. In addition, we have added new features to these articles to improve their quality and accessibility (e.g., text-to-speech).

By reorganizing these open educational resources into a single volume, we hope to provide a useful way for researchers and practitioners to gain information on how to more effectively teach, design, and learn with technology in both higher education and K-12 settings.

Student Contributors to this volume included the following:

 Jamie JensenAbigail BoekwegAmy A. RogersBobbie SandbergBohdana AllmanBurke SoffeCharles R. GrahamClark DanaDaniel G. KrutkaDavid WileyErin MeasomEsther MichelaFrank LicariGeorge VeletsianosHannah CallHillari BollardJacob RogersJacquelyn Claire JohnsonJason K. McDonaldJeff BattJeffrey ShipleyJered BorupJohanna ChanJulie IrvineKenneth J. PlummerKrista GardnerLayne WestLeanna ArchambaultLisa R. HalversonMelissa FranklinPatrick R. LowenthalPeter J. RichRichard E. WestRichard H. SwanRobert BodilyRoss LarsenRoss StraderRoyce KimmonsSeth BybeeStacie L. MasonTorrey TrustVirginia Clinton-Lisell