For many training providers, blended learning is still uncharted territory: combining classroom training and online learning sounds complicated and time-consuming. Here, we show you the 3 classic mistakes in blended learning – and give you practical tips on how to avoid them. Because: blended learning doesn't have to be difficult!
The topic of blended learning has been virtually omnipresent in the training industry for years: on blogs like ours, in trade journals, and in countless studies, reports are written about this not-so-new method. The focus is usually on the advantages and opportunities offered by the integration of classroom and online learning. Naturally: blended learning has countless advantages for training providers, participants, and companies!
But let's be honest: no new method is without its minor stumbling blocks.
In principle, blended learning is not difficult to implement in further education: there are different models for practice, many methods for preparation, and our 10 golden rules to help beginners succeed with their first blended learning course.
The typical "three C" mistakes
In close exchange with trainers and training experts, we repeatedly stumble upon typical mistakes that occur particularly during the first use of blended learning. These almost always happen in connection with the 'three Cs':
Complexity,
Communication, and
Correction.
In the following, we present these three points, explain the most common mistakes, and give you concrete tips on how to avoid them.
Mistake No. 1 in blended learning: Excessive complexity
Learning must be simple – the simpler, the better content can be conveyed and knowledge or behaviors consolidated. High complexity in blended learning can arise from two classic planning mistakes: unsuitable content and the wrong platform.
Wrong: Online courses with too much or unsuitable content
Simply stuffing all content blindly into an online course absolutely contradicts the fundamental concept of blended learning. This results in excessively extensive courses with content not adapted to the method. Blended learning is not e-learning! The focus is not solely on the self-directed learning phase in the online course, but also on face-to-face sessions. If the online course is too full, too long, and too confusing, participants will not remain motivated for long.
Solution: Before creating the online course, consider which content works well in which format! Preparation and follow-up are best realized online. Practical exercises and participant questions are rather classroom topics. And: a small course with short learning impulses is worth more in blended learning than huge courses with multi-hour learning units!
Wrong: An unsuitable platform
The selection of learning management systems on the market is vast. However, the combination of online and classroom learning places very special demands on learning software. Classic LMSs that offer a large pool of functions are often complicated to use. The focus is also on providing content – a flexible connection with face-to-face training is often not intended.
You can find comprehensive information on selecting suitable software for blended learning here: Why typical LMSs are not good software for blended learning
Solution: Choose software designed for blended learning! The focus should not be on the range of functions, but on ease of use. This applies both to you as a trainer when creating content, and to the participants who will view the content later. Before the first live use, test how easy it is for participants to access and navigate the course.
Mistake No. 2: Poor communication
For knowledge transfer, communication is a central aspect. Therefore, this point is also prone to errors that significantly influence learning success. In blended learning, communication errors occur in particular in two places: in communication with the participant and in the connection of formats.
Wrong: Lack of participant orientation
The connection between face-to-face and online learning is still relatively new. Therefore, you cannot assume that your participants know what "blended learning" means. If participants are not informed before the training begins, there is a high risk that they will arrive unprepared for the face-to-face session or not use the online companion correctly.
Solution: Inform your participants about the new method before the start! Especially for the self-directed online phase, participants need to know what is expected of them, how often content must be worked on, and how to use the software. Here, it is helpful if you have chosen simple software and created clear courses (see Mistake No. 1).
Wrong: Lack of connection between the face-to-face and online phases
The integration of different phases is the heart of blended learning. This is where most errors show up, which are already rooted in planning: if no connections are established between online content and face-to-face exercises, the purpose of integration is lost. The learning effect for the participants is missed.
Solution: Always ensure the integration of online phases and face-to-face sessions! Do not make yourself redundant by pushing everything into the online course – and always give your online content a purpose! Create your content in such a way that a connection can always be established. For example, announce in the course that questions from the online course will be discussed during the live session. Or test knowledge from the face-to-face session later in the online course.
Mistake No. 3: Lack of correction
By correction, we don't mean that you should correct your participants – but rather that they should correct you! As explained above, blended learning thrives on two-way communication: knowledge and support from you and, subsequently, feedback from the participants. Errors here also frequently happen in two places: when implementing feedback and in having (too) high expectations of yourself.
Wrong: Not accepting feedback
Your online course and your face-to-face time can be planned ever so well: what matters is how they work in practice. Without direct feedback, you cannot adapt your blended learning, address problems, and learn yourself. You might never find out why content was not understood or why changes were not adopted into daily routines.
Solution: Always ask your participants for feedback! A short questionnaire on the personal opinion of the participants can usually be easily integrated into the online course. It is even better if you don't just ask the participants: the client, HR managers, or other people involved in the measure can also give you valuable feedback.
You can find out how interactions also bring fun to training here: Quiz, survey, exam: How to succeed with an interactive online companion.
Wrong: Being too impatient
When using new methods, small errors can always creep in. However, the consequence of this must not be giving up (or not starting something new in the first place). If you change your entire methodology immediately after the first negative feedback, you cannot improve. Constant changes in the process of a training course also confuse your participants.
Solution: Accept criticism and implement it at a suitable time! Make targeted changes based on the feedback. But: avoid major changes to content or processes during ongoing training. Over time (and with patience), you can perfect your online course in this way.
Below we summarize the classic mistakes in blended learning and the solutions for you as a simple checklist:
Checklist: Avoiding mistakes in blended learning
Reduce complexity!
Create a compact online course with suitable content!
Choose software that is easy for everyone involved to use!
Improve communication!
Inform your participants about their role in blended learning!
Clearly show the connection between online and classroom!
Make corrections!
Ask everyone involved for feedback on content and process!
Continuously optimize your blended learning!
Would you like to improve your training with blended learning? We can help you: download our free Blended Learning Guide, which will lead you to your goal in nine simple steps! It contains various models, tips for content creation, and much more – in short: everything you need to get started with blended learning now!
Conclusion
Blended learning is successful not because face-to-face and online are combined, but because both forms of learning are meaningfully coordinated and together create a seamless learning experience.
Blended learning does not have to be complicated or technically demanding. Key factors are a simple structure, clear communication with the participants, and the willingness to continuously develop the concept based on feedback. Those who avoid typical mistakes in complexity, communication, and correction create training that meaningfully combines face-to-face and online learning and enables better learning results in the long run.
Frequently Asked Questions and Answers
Why does blended learning often fail the very first time?
The most common causes are overly complex online courses, a lack of connection between face-to-face and online phases, and poor communication with participants. Even small adjustments in planning and structure can prevent these mistakes.
Which content in blended learning is better suited for online and which for face-to-face?
Information transfer, preparation, and follow-up can be well represented online. Practical exercises, discussions, and individual feedback, on the other hand, usually benefit from face-to-face sessions. A sensible distribution of tasks between both formats is crucial.
How can participants be better integrated in blended learning?
Participants should know before the start how the course is structured, which tasks they will complete online, and how both learning phases are related. In addition, regular feedback helps to continuously improve the blended learning experience.
What role does the learning platform play in blended learning?
A learning platform should support the switch between online and classroom learning as easily as possible. Fewer functions are often more helpful than complex systems if it keeps courses clear and participants can find their way around quickly.
