Blended Learning: Research reports & examples of best practices

The volume presents a synthesis of case studies and research within the field of blended learning – a combination of good experience and theoretical knowledge. The term blended learning was first used in American literature and it meant to grasp the blend of traditional teaching and technology based teaching using a wide variety of pedagogical methods and different forms for technology (Gynther 2005). The concept and understanding of the term blended learning is not a homogeneous field within learning theory.
The major conclusion to be drawn is that blended learning is difficult to conceptualise as one idea. There are several understandings of the field and consequently many different aspects are investigated. The result is that blended learning is rather one mode to be used within other pedagogical models.

Blended learning is mostly understood as a way of blending face-to-face and technology-based teaching while there are different approaches in introducing blended learning into teaching. The main approach is how to get the two delivery modes into one. The major aspect of finding the right approach is to consider the possibilities, advantages, aspects and different priorities in face-to-face and technology-based teaching.

Blended learning is not a new approach in university teaching. What is new is the sheer range of possible components in a blend. The institutions must decide, through selected criteria, how these components should be blended to produce fruitful blends constantly determining the balance between face-to-face education and technological components in didactical methods. In designing, developing and delivering different types of blends – component, integrated, collaborative or expansive – the learning outcome must be in focus. This must be investigated with a look at learners, culture, learning resources, electronic infrastructure, the scalability and the maintainability of the proposed solution.