Principles of Good Blended Learning

At a glance

‘Blended Learning’ (BL) is a broad term capturing a range of different delivery models which combine face-to-face and online modes of teaching and learning. To design a blended learning subject well, we have developed a set of guiding principles.

In depth

  1. Consider your context
    There are a variety of good BL models. The best one for you and your subject will depend on contextual factors such as: institutional requirements; typical number of students; typical student profile; assessment schedule/types; subject learning objectives and how they are best achieved.
  2. Consider student engagement
    Both online and f2f modes of learning have strengths and weaknesses related to student engagement. For example, online modes can facilitate flexible engagement with knowledge acquisition for students, while the f2f mode can facilitate active participation in the application of that knowledge through problem solving, group discussion and facilitated practice. Click here for more details on this.
  3. Ensure cohesion between modes
    Regardless of how you organise your time and space between online and f2f modes, what happens in one mode should connect with what happens in the other mode. For example, online padlet questions may prompt f2f discussions; or difficult online quiz questions may be unpacked in f2f classes.
  4. Provide opportunities for interaction and feedback in both modes (especially online)
    In online spaces it is important that students remain connected with their learning and their teaching staff and their peers. Use discussion forums, padlets, and other collaborative platforms and be responsive to student questions and contributions.
  5. Be explicit about the benefits and navigation of BL
    Students will be more likely to engage with the online components of their subject if they understand why it is beneficial to do so, and understand exactly how to navigate their learning. Orienting students to the whys and ways the subject has been designed is crucial.
  6. Design-in student accountability
    There is a risk with BL that students will not engage with the online components of their learning. Consider whether it is feasible to modify your assessment schedule to include assessment of online activities (however, principles 3, 4 and 5 should enhance student accountability as well).

Further reading and resources

Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18, 25. https://doi.org/10.1186/s41239-021-00260-3

Müller, F. A., Wulf, T. (2021). Blended learning environments that work: An evidence-based instructional design for the delivery of qualitative management modules. The International Journal of Management Education, 19.
DOI: 10.1016/j.ijme.2021.100530