Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.

混合学习（BL）是一种教学设计结构，可促进技术的优势，并与面对面的教学相结合，以解决学生学习中的差异。随着技术的飞速发展，BL在教育中得到了广泛的应用。尽管美国的《每个学生都成功法案》（ESSA，2015）强调通过促进技术的使用来支持各州实施BL，但尚不清楚各州打算如何根据联邦法规在实践中实施BL。因此，本研究通过主题分析，调查了多少州引用BL以及在ESSA计划中它们如何实施BL。结果表明，共有17个州在其最终州ESSA计划中处理了BL。这些州在各种标题和部分中都提到了BL，研究人员确定了使BL运作的三个主要主题，包括（a）BL利用技术支持学习，（b）BL在专业发展中以及（c）BL作为替代途径。在讨论中，研究人员注意到利益相关者（例如州）之间BL的定义含糊，以及使用BL来实现K-12中的个性化学习的可能性。研究人员还讨论了在BL环境下如何赋予教育者权力。