Garrison and Kanuka (2004) provide a convincing argument for the transformative learning potential within our higher education institutions that can be realized through blended learning. They define blended learning as "the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" and suggest "there is considerable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) and asynchronous (text-based Internet) learning activities."

In this paper, I will build upon and extend Garrison and Kanuka's (2004) discussion of blended learning and the associated best practices and consider the possibility that the ideals of the blended learning environment can be achieved within a totally online environment. In the blended learning definition they present, the synchronous communication portion of the blended learning environment is equated with face-to-face class learning experiences. However, technological advances through innovative software programs (i.e. "Elluminate" and "Centra") have recently allowed for effective and powerful synchronous voice communication amongst a community of learners who are dispersed across the country.