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Blended Learning in Practice
Last updated on this page: 08.08.2022
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Blended Learning means the blending of different forms of learning. The term has been a common expression for many years for the trend of linking traditional forms of learning with online learning platforms. What this means exactly, where blended learning is applied in practice, and what the benefits are – all this you can find out on this page.
That means blended learning
Presence Learning + E-Learning = Blended Learning
If you search for Blended Learning on the German Wikipedia page, you will be directly redirected to the entry about “Integrated Learning”. At the very top, there is a note placed that this page is incomplete. Blended Learning has been a term in the DACH region for many years, but other countries like the USA are already several steps further.
In the following section, you will learn what exactly is meant by Blended Learning, where the term originates from, and in which areas the Blended Learning method is used, and how you can develop a suitable strategy for your own Blended Learning.
Blended Learning refers to the meaningful integration of different forms of learning – usually, this includes traditional face-to-face learning (live) and e-learning (time- and place-independent).
Blended Learning Definition
Blended Learning is the mixing of different forms of learning and usually refers to a combination of traditional face-to-face learning (seminars, workshops, etc.) with online-guided self-learning phases. The emphasis is on integration, as simply bringing together two forms of learning does not constitute Blended Learning.
The Association of European Blended Learning Actors e.V. (blended-learning-network.eu) describes it as follows:
"In Blended Learning, very different forms of learning are so integrated and merged into a unit that it succeeds in bringing in the advantages of each form of learning and compensating for the disadvantages of the other form of learning."
An alternative term for Blended Learning is therefore also “integrated learning”, as one form of learning is integrated into the overall concept of the other. However, since there can be potential confusions with this term, we limit ourselves to the English variant “Blended Learning”.
Origin of the Term
“Blended” is known to us in other contexts as blended tea or blended whisky. Just like in Blended Learning, different components are mixed and newly combined here. In the 1970s, people spoke of “hybrid forms of learning”, referring to the mixing of the (then new) media video and audio with traditional learning forms. In the 1980s, the use of computers was added, sparking a renewed discussion about the best possible integration of new and conventional methods of delivery.
Application Areas for Blended Learning
Blended Learning can generally be used in all areas of teaching and learning. The largest fields are schools and universities, vocational training, as well as further education and training.
1. (Higher) Education Institutions
In all educational contexts, Blended Learning is a possible method. However, the DACH region is currently not as advanced as, for example, the USA, where Google Classroom has already become a standard tool in many places. In contrast, traditional face-to-face learning still dominates here, and when e-learning elements are used, they are often not adequately integrated into a Blended Learning overall concept.
2. Training
That Blended Learning is an effective solution in training is something more and more HR personnel and trainers are discovering in recent years. Anja Schulz and Marcel Martsch, for instance, have focused on the use of so-called Blended Learning tutors in the project “Blended Learning – The New Role of Trainers”, who, as experts, not only educate their trainees traditionally but also teach them digital learning methods.
3. Continuing Education
In a professional context, Blended Learning is particularly suitable because adult participants are often heavily integrated into a tightly scheduled daily routine. In this case, a self-directed online phase is a practical complement to face-to-face training with a fixed date. According to the eLearning Journal Benchmarking Study 2016, sales is particularly suitable for the use of Blended Learning in a professional context, closely followed by customer service and administration.
In addition to traditional soft skill trainings or the technical introduction to a new tool, onboarding is also suitable for the Blended Learning concept. In summary, the Blended Learning concept in professional continuing education is always useful when cross-personal content needs to be conveyed sustainably.
A mix of self-directed and externally-directed learning
What characterizes the blended learning approach is a good mix of externally-directed and self-directed processes. In this context, the in-person phase is rather externally-directed, while the online phase is more self-directed. Both processes have advantages and disadvantages, which are emphasized or mitigated in blended learning through their integration with the other phase.
Diagram: Externally controlled processes such as presentations and lectures on one side and self-controlled processes like pure e-learning on the other. Blended learning combines both forms of learning.
Finally, a note on the classification of self- and externally controlled processes: In the literature, self-controlled processes are often closely linked to new media. This is accurate in that they have a high potential for interaction and exploration (cf. H.-Hugo Kremer: Media Development for Blended Learning Measures, 2005). However, a lecture can also be transmitted through media and is therefore not significantly more self-directed than a lecture that takes place live and on-site.
In recent years, partly due to the Corona pandemic, some completely digital and virtual blended learning approaches have developed, which take place entirely remotely and can still be divided into self- and externally controlled phases.
Success of Blended Learning in Training and Courses
Blended Learning is not a new trend, but has long established its reputation as the model of the future in the education sector for well over a decade. Since 2006, the Trend Study Learning Delphi has surveyed experts from the DACH region about which learning methods will be of high importance for companies in the next 3 years. In recent years, Blended Learning has consistently been above 95%. In the Trend Monitor 2020/21, Blended Learning is unchallenged with 100% approval from experts as the top learning method of the future for companies!
Source of the data from the graphic: mmb-Trendmonitor 2020/21
Even experimental studies emphasize the importance of Blended Learning. For example, the university study by Demirer and Sahin in 2013, where the experimental group using Blended Learning was able to apply 10-12% of what they learned more successfully in practice than the control group, which learned exclusively through traditional teaching (Demirer and Sahin, 2013).
We asked some of our clients about their most successful Blended Learning concepts and summarized these practical examples in a free overview for you:
Advantages of Blended Learning for Learners
By combining various learning methods, numerous advantages of blended learning concepts emerge compared to traditional face-to-face learning or pure e-learning. Below, we briefly outline the most important benefits.
1. Blended Learning Addresses All Learning Types
Different “learning types” thus have the opportunity to use their preferred learning method for maximum success. For example, someone who does not like listening to another person for long periods and has concentration difficulties can internalize what they heard during the self-learning phase in small text modules again. Practically inclined learners can manage their time at home while executing the learning content to immediately follow up with an exercise – and so on.
2. Blended Learning Means Great Self-Determination
The learner decides when and where to engage with the content during the online phase. This allows everyone to choose the optimal learning conditions for themselves personally. Early riser or night owl? Learning by doing or intensive theoretical engagement? Tidy desk or studying at the main train station? Everyone gets their needs met.
3. Blended Learning Brings All Learners to the Same Level
During the in-person phase, there is hardly any disparity among learners due to the preceding online phase. Ideally, each participant in blended learning has the same level of knowledge. The positive effect is clearly visible: learners are neither overwhelmed nor underchallenged, remaining motivated and high-performing.
Methods in Blended Learning
When talking about blended learning, one refers to a fundamental idea: to combine face-to-face learning with online-directed self-learning. The practical implementation can look completely different each time. Some models and methods are particularly suitable in combination with blended learning – below we will show the most common blended learning models and explain the special form of microlearning in blended learning.
Typical Blended Learning Models
It is important to note: blended learning is not an umbrella term for a non-plus-ultra strategy. Depending on the framework conditions, different models are applicable. In some situations, it makes sense to focus on the online phase, while in others on the face-to-face phase. The possibilities for combinations are virtually endless, with some typical models having established themselves in practice.
Here are three typical approaches in blended learning:
The Springer: In this model, online and in-person phases are equally important.
The Heron: This model focuses on the presence phase.
The Sandwich: This model focuses on the online phase.
In addition to these three typical blended learning models, of course, numerous variations are conceivable. For example, some trainers in practice rely on a variation of the sequence, where the course starts with an online phase and the in-person sessions follow thereafter.
The most popular models in blended learning as well as some special forms from Springer, Reiher, and Sandwich can be found in our overview for download:
Microlearning in Blended Learning
Learning in small units is referred to as microlearning, commonly known in the English variant as “Microlearning.” The idea is that those who take ten minutes repeatedly to learn tend to process information better and more sustainably than someone who studies a topic in a single two-hour block.
Both the consumption and the creation of these learning nuggets should therefore occur in as short a time as possible and be highly focused in content. In combination with blended learning, microlearning works so well because the threshold to start learning is lower: Most people can easily incorporate a few minutes into their daily routine.
Learn more about the microlearning method in combination with blended learning. Here you will find a detailed guide with many examples and helpful expert tips.
Distinction of Blended Learning from E-Learning
Alongside Blended Learning, E-Learning has also become a term frequently associated with new forms of learning in recent years.
E-Learning initially refers to the support of teaching and learning through electronic media of all kinds: "It includes, for example, Computer Based Training (...), Web Based Training with the Internet as well as communication forms such as emails, chats, and discussion forums. Moreover, educational television and online seminars are also counted as E-Learning" (Stäudel 2008, p. 104).
The great advantage of E-Learning is the high degree of independence for the learner. However, a drawback of pure E-Learning is the lack of commitment and personal support. The following table lists the three biggest potentials and problems associated with E-Learning:
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In blended learning, e-learning is combined with face-to-face learning. Face-to-face learning refers to "a form of instruction in which teachers and learners meet at the same time in a specific location" (Wikipedia: Face-to-face instruction). The greatest advantage of traditional face-to-face learning is the intensive support available to individual participants. A disadvantage is the dependence on time and place and the limited transferability of skills.
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Attention: In many sources, Blended Learning is divided into online and offline phases. However, this does not quite capture the fundamental idea of Blended Learning, which is to combine face-to-face learning with e-learning. Because presence fundamentally means only attendance. Therefore, we include all synchronous events under the term face-to-face learning. This also includes webinars, where instructors and participants are at the same time in the same place – even if the place is digital and everyone can attend this digital location from their own desk.
Essential Elements of Blended Learning Courses
For a Blended Learning course to be considered as such, several essential elements must be present. The kit includes at least:
one person who participates (participant)
one person who leads the Blended Learning (instructor)
a face-to-face event
an online platform
online content
Requirements for Blended Learning
If the essential elements for a Blended Learning are in place, they are subject to certain fundamental requirements to achieve the desired success.
In-Person Training in Blended Learning
The in-person training is the central core of most Blended Learning concepts. All participants meet each other in person – even if it is "only" in the form of a webinar via live chat or live phone calls. Therefore, this fact should be emphasized as a strength in in-person training, for example, in the form of open question rounds or other forms of personal exchange among each other.
Content-wise, more professionally demanding topics can be addressed in an in-person training that is integrated into a Blended Learning than without Blended Learning: introductory lessons and the provision of basic knowledge can take place online before the first in-person event, as personal supervision is usually not necessary for this.
Software and Tools for Blended Learning
To find suitable online support in Blended Learning, the choice of software or a suitable tool is necessary. The requirements here naturally vary depending on the chosen Blended Learning model and the individual learning concept. In principle, however, some properties should be met:
Integration-Friendly: suitable for all common operating systems (Windows, Macintosh) and all common browsers (Google Chrome, Firefox, Internet Explorer)
User-Friendly: Usable without special IT knowledge and offers clear navigation
Data-Friendly: A transparent handling of user data and a trustworthy provider
Here we have listed only the basic requirements for a Blended Learning software. A free trial version, good support, and many other criteria are also signs of good software. Last but not least, the functions (comment fields, quizzes, video uploads, or similar) are decisive and should fit into the overall concept of Blended Learning.
Ideally, software for blended learning is designed to function well on various devices.
To find out if blink.it is the right tool for your blended learning, we have developed a short self-test. This way, you can see if blink.it meets your requirements as a trainer or your company.
Didactic Concept for Blended Learning
In addition to high-quality in-person training and high-quality software, the overall didactic concept is crucial for the success of blended learning. Going into detail here would far exceed the requirements of blended learning, but two quality seals are particularly worth mentioning at this point: good media use and clear calls to action.
Quality through good media use: Good blended learning stands out due to excellent media use. It is not only the diversity of different media that is significant, but also the adequate linking of them.
Particularly popular among learners and instructors are explanatory videos. According to Trendmonitor 2018, no other tool for digital learning has such high approval as explanatory videos.
Videos are not only more illustrative and entertaining than, for example, pure text, but they often save time as well. When using videos in blended learning, it is therefore especially important that they are kept as short as possible (ideally between 30 seconds and 3 minutes). If you want to know more about what makes videos effective, you can either find many helpful sources via Google or check out our blog on the topic of videos.
Quality through clear calls to action: In addition to a well-chosen media use, the consistent application of clear calls to action is of fundamental importance in blended learning. What is taken for granted in in-person learning should not be lacking in online support: the instructor must consistently convey what task the learner should undertake next.
The reason is clear: Even if the online phase is fundamentally self-directed, clear calls to action help the learner to progress. The English term Call-to-Actions (CTA) is commonly used here in professional jargon.
A clear call to action is:
focused on exactly one step
directly implementable or planable within 5 minutes after the prompt
understandably formulated in 1–3 sentences
Example of a clear call to action: "Take five minutes now to read the linked text and highlight all terms related to blended learning. Then share your results in the comments."
Criticism of Blended Learning
Although the response to Blended Learning in the academic world is generally very positive, there is occasionally criticism of the concept that should not be overlooked. The three most common points of criticism are:
High pedagogical demands on trainers and teachers
It is occasionally criticized that the quality criteria of the educational concept (see above) are quite high. As a result, the expectations for leading Blended Learning – in other words, the teacher, trainer, or educator – are relatively high. For newcomers in the field of education, Blended Learning is therefore less suitable.
Note: This restriction only applies to the person in charge. For participants, the demands are not necessarily higher or lower than in traditional knowledge transfer.
Whether the high pedagogical expectations could be a barrier for you as a trainer or teacher, you can find out in a quick self-test: Download the guide “4 Methods to Design as Blended Learning” and create a mini-Blended Learning in 45 minutes. The result doesn’t have to be perfect! But you will quickly see if you can generally deal with the pedagogy of Blended Learning.
Technical Barriers in Blended Learning
Using a digital platform is sometimes seen as a criticism of blended learning. On one hand, a basic technical understanding should be present on both the provider's and the user's side. On the other hand, technology is fundamentally prone to errors, and external support is necessary in case of problems.
Proponents of blended learning point out regarding these technical criticisms that, first, a good platform is designed so simply that only minimal digital skills are required. Secondly, the susceptibility to errors applies at least as much to people as it does to machines, and here too, the chosen blended learning platform should be selected in such a way that good support is available in emergencies.
If you want to get an idea of how complicated or simple the technology for blended learning can be, you can book a 20-minute introductory demo here.
Limitations on Learning Content
Furthermore, there are some (few) learning contents for which the e-learning component of blended learning is only partially recommended. For example, language courses that focus on speaking practice are not easily assessable during the self-study phase.
However, such training can generally be implemented with blended learning by choosing an appropriate model. For language courses, this would be a model that includes frequent in-person sessions.
In general, however, this point is not a real limitation in the implementation of blended learning. It is only important that the blended learning model fits the content: If it involves highly practical content such as language training or sports courses, the ratio of in-person to online should be more like 70% to 30% rather than the other way around!
Are you unsure whether your content is suitable? There is no blanket answer to that – a conversation with blended learning experts may help, or you can simply try it out during a test phase.
Practical Examples of Blended Learning in Training
In addition to the theory of the blended learning concept, some practical examples should also be mentioned here. Our focus is on application cases in training, coaching, and consulting.
To do this, we start with real practical examples from the blink.it web app and then mention two different users who successfully use blended learning in their own business.
Implementation of Blended Learning and Microlearning using the blink.it Example
As described above, blended learning is particularly effective when utilizing the method of microlearning during the online-guided self-learning phase. The following video exemplifies what a micro-content piece, in the form of a greeting video at the beginning of blended learning, can look like:
The video is taken out of the context of the entire blended learning approach and only becomes really clear in the overview: At blink.it, all content is divided into small “Blinks” according to the principle of microlearning, which are quickly created and quickly consumed. The video by Sebastian above is such a Blink.
This is what a complete blink.it course looks like in overview:
The view is almost identical for both instructors and participants. If you want to test a blink.it course yourself, you can do so in this sample course.
Practical Example of Blended Learning: Dennis Tröger
“Online courses are not a substitute for in-person training” – this is the statement from Dennis Tröger, who is an expert in Blended Learning. On the one hand, he advises his clients professionally on the use of online courses, and on the other hand, he himself does not rely solely on online content, but on Blended Learning.
The Blended Learning model of Dennis Tröger resembles the “sandwich” described above: participants in his online courses can inform themselves about introductory and in-depth content before and after the in-person event, and are prompted to engage in various exercises.
His in-person appointments take place in the form of webinars. Here, Dennis Tröger and the participants of his Blended Learning meet live online at a specific time. For those who cannot attend live, the webinar is recorded.
Dennis Tröger justifies his choice of Blended Learning as follows: “In the live webinar, everyone is already at the same level because they have previously participated in my online support. I can personally answer all the questions that have arisen during that time in the webinar.”
Practical Example of Blended Learning: Normen Ulbrich
"I rely on individually customized blended learning, where classical face-to-face events are sustainably supported by online impulses," says Normen Ulbrich from imnu Personal Development. The trainer sees himself as a process facilitator and wants to connect proven methods with blended learning so that participants can fully exploit their potential.
The blended learning model of Normen Ulbrich resembles the "Springer" presented above: It always starts with a face-to-face event, where personal encounters are important for building trust. In the subsequent training, further face-to-face events alternate with short online impulses.
Further Information on Blended Learning
This page provides the essential aspects related to Blended Learning. The focus is on Blended Learning for adult participants – for example, in internal corporate training, in education, or in coaching.
Of course, there is much more to learn about Blended Learning than we can depict here. Therefore, in the following, we will discuss training opportunities related to Blended Learning and finally present a selection of specialist literature and online content.
Training Opportunities for Users of Blended Learning
For trainers, teachers, or coaches, there are several training options to get started with Blended Learning optimally. Various providers award certificates or offer workshops on the essential aspects of Blended Learning.
Training/Continuing Education with Certification:
Workshops on Blended Learning
Cited and Further Specialist Literature on Blended Learning
A wide range of specialist literature is available on Blended Learning. Digitally available sources are directly linked in the context mentioned above; all other sources of the listed specialist literature can be found in the following directory.
In addition to the sources cited above, we mention a selection of works that serve to provide in-depth information about Blended Learning. We will regularly update and supplement this list.
Cited Literature
V. Demirer and I. Sahin: Effect of blended learning environment on transfer of learning: an experimental study. Journal of Computer Assisted Learning, Vol. 29, 2013.
T. Stäudel: Competence for Trainees. Volume 1: Requirements, Needs, and Measures for Key Competencies in the Commercial-Technical Field. Pabst Science Publishers, 2008: Lengerich.
Further Literature
H.-H. Kremer: Media Development for Blended Learning Measures. Vocational Pedagogical Contributions, Issue 11. November 2005: Paderborn.
A. Schulz and M. Martsch: Blended Learning – The New Role of Trainers. Institute for Vocational and Business Education, Otto von Guericke University, July 2011: Magdeburg.
D. Euler: Teaching Development III: Potentials of eLearning to Support Self-Directed and Cooperative Learning in Vocational Initial Education. Institute for Vocational Education at the University of St. Gallen, 2004: St. Gallen.
N. Ojstersek: Support Concepts in Blended Learning – Design and Organization of Tutorial Support. Media in Science; Volume 41, Waxmann Verlag GmbH, 2007: Münster.
J. Erpenbeck, S. Sauter et al: E-Learning and Blended Learning – Self-Directed Learning Processes for Knowledge Building and Qualification. Springer Gabler, 2015: Wiesbaden.
Further Online Content
You will also find numerous pieces of information regarding Blended Learning on various websites and blogs. Our selection includes various approaches and opinions on this topic that do not necessarily reflect our viewpoint on Blended Learning. The order is alphabetical.
Note: Some texts are in English, and the status of our last review is November 17, 2020.
