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This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended learning. (Contains 4 figures and 2 tables.)

Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the "Chronicle of Higher Education" during the past decade, excitement and enthusiasm for e-learning alternate with a pervasive sense of e-learning gloom, disappointment, bankruptcy and lawsuits, and myriad other contentions. Appropriately, the question arises as to where online learning is headed. Navigating online education requires an understanding of the current state and the future direction of online teaching and learning. The study described in this article surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore future trends of online education. In particular, the study makes predictions regarding the changing roles of online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning. The study confirmed some commonly held beliefs about online education, refuted others, and provided a range of predictions about the future of technology-enabled education. Implications of the findings, limitations of the study, and recommendations for research are discussed. (Contains 3 figures, 4 tables, and 28 endnotes.)