Blended Learning, integrated learning, hybrid learning, or online support: these terms describe a learning scenario that sensibly links face-to-face events with online learning. The use of blended learning in schools or universities differs from blended learning in companies. The learning scenario is similar. The difference lies in the orientation of the goals.

In school or at the university, learning is done to get good grades or to pass the next exams. In contrast, employees in companies want to further develop their skills and improve their competencies. This ongoing development requires long-term support from a trainer or coach.

How do I connect E-Learning with my training? - Blended Learning for Trainers

This question often comes up in conversations with trainers. Whether at a trade fair or other events, blended learning is a hot topic. However, the initial questions are often broadly formulated. It tends to get a bit more concrete in the workshops I conduct on creating online support.

Below, I want to highlight five questions that are frequently asked:

Question 1: Why is now the right time for blended learning?

Blended learning is a term that has been around for a while. Sometimes it is asked about less, sometimes more. However, it shows that blended learning is highly sought after by companies (mmb Trend Monitor 2016). Nevertheless, the question remains: Why is now the right time for blended learning? The answer is simple: In recent years, technical and technological changes have made it possible to access multimedia learning content anytime and anywhere without difficulty. Responsible for this is, for instance, fast mobile internet. Video streaming on smartphones is no longer the exception but rather the rule. Improvements in smartphones mean that video content can also be created independently. Even post-production is now possible on most mobile devices. Therefore, trainers can create videos themselves, and the production costs are only a fraction of what would be charged by an agency. Thus, technology no longer poses a barrier, and the trainer can focus on the didactics of their “blend.”

And blended learning offers learners and trainers several advantages. To name just a few: more options for personalized learning content, the learner determines their individual development themselves, and the learning scenario leads to greater engagement and motivation among learners. The message to learners in this learning scenario is no longer “Everyone must be able to do everything” but “What do you need to be able to do? Here, take what suits you best. Tell me, how can I support you?”.

Question 2: What role does the relationship between trainer and participant play in blended learning courses?

The author Nadine Ojstersek has intensively dealt with support in blended learning and published her results in her book “Support Concepts in Blended Learning.” In the introduction, she emphasizes that during e-learning, a lot of attention was paid to technology and media. In contrast, the relationship between the trainer, teacher, or tutor and the learner received little attention. However, it is precisely the relationship aspect that is decisive and distinguishes a blended learning course from a pure online course.

In an online course, the participant is provided with information during the course and learns completely independently. This requires a high level of self-initiative and self-control. In a blended learning setting (e.g., an online support), the learner receives assistance from the trainer and other training participants. I will elaborate on how this support can look in a separate blog post. At this point, I want to highlight two support variants: direct support and passive support.

With direct, active support, the trainer initiates the exchange with the training participant. The goal of this interaction is a critical engagement with the learning content. The interaction can take place either between the trainer and the participant (e.g., as a conversation via videoconferencing) or can also be conducted in moderated group discussions.

Passive support occurs in the form of learning aids, self-assessment tests, pacing of the learning content, and feedback on request. Depending on the target group and learning content, this support is tailored to the needs and wishes of the participants. Here, any trainer can score points who can build a good relationship with their participants during face-to-face events.

Question 3: How does blended learning support competence development?

If self-tests are offered at the beginning of a blended learning offering, then participants can assess their current skills. In the course, participants learn with the help of content that further develops their skills. It is possible that one participant in the group has more gaps in the fundamentals of a knowledge area than another. If the complete basics were presented in training, part of the group would become bored.

In blended learning, different prerequisites apply. The training participants learn with the online learning content either alone or in the group and develop their knowledge in the relevant areas. The trainer accompanies the participants both during the online self-learning phases and during the face-to-face events in their individual development. This goal must be communicated to the participants.

Question 4: How do I finance blended learning?

When trainers hear blended learning, many think of less revenue because fewer daily rates can be sold. Of course, I can't give you a magic recipe for more revenue. However, I would like to present my favorite variant. I find it better if the online component is not offered separately from the live training but as a continuous package. This can be offered, for example, as an active support package. The trainer frees themselves from arguing about daily rates and sells a support package per participant. Wolfgang Schneiderheinze also provided a great representation on this topic in his last interview. Here you can find the video (4 minutes). If you are looking for some arguments for advantages from a company's perspective, this article may also help you.

Question 5: What are the right devices?

The trend is moving towards device independence and BYOD. The acronym BYOD stands for “Bring your own device.” Learners use their own devices for personal and professional purposes. Instead of locally installed apps, the internet browser is becoming more central for learning technologies. The advantages are clear. Internet browsers offer a standardized range of functions and can be installed on devices with different operating systems. Trainers and coaches should make access to learning content as easy as possible.

Are you also curious about the topic of blended learning and need inspiration for your blended learning concept? Soon there will be a blended learning card game from blink.it. The card set helps you during the conceptual phase or you can find inspiration for your existing blended learning concept. Drop us an email, and we will send you the information.