How can we blend the best of digital and classroom learning to create richer, more succesful learning experiences?
What is Blended Learning?
Blended learning is defined as “the thoughtful integration of classroom face-to-face (F2F) learning with online learning” (Garrison & Vaughan, 2011). It is not about choosing one mode over the other, but about designing a connected learning environment where both reinforce each other. Blended learning should not be confused with the emergency remote teaching used during the COVID-19 lockdowns, where classes were delivered entirely online. Nor is it the same as hybrid teaching, which combines on-site and online participation simultaneously.
Online activities prepare for, extend, and reinforce classroom work, while in-class sessions build on and deepen what students have done online. More than a shift in delivery, blended learning is a shift in mindset; an intentional way to combine the strengths of digital tools with the irreplaceable value of face-to-face interaction. It invites us to reflect on where our students learn best, how we can make the most of our classroom time, and how digital tools can complement the unique value of face-to-face interaction. By combining the strengths of both modes, we give students flexibility and autonomy, while keeping them motivated and connected through meaningful interaction with us and their peers.
Reference:Garrison, D. R., & Vaughan, N. D. (2011). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: John Wiley & Sons, Inc.
Blended learning offers several pedagogical advantages, such as:
Deeper, More Meaningful Learning: Combines online materials with in-class activities that promote discussion, practice, and feedback, allowing students to revisit resources and focus on higher-order skills like critical thinking and reflection.
Flexibility for Diverse Learners: Gives students control over pace and place, supports different learning needs, reduces cognitive load, and provides teachers with data to identify and address learning gaps.
Increased Engagement Inside & Outside Class: Merges in-person projects and discussions with online quizzes and reflections, keeping students actively involved across multiple learning settings.
Stronger Sense of Community: Balances collaborative, face-to-face interactions with individual online preparation, leading to more thoughtful participation and stronger student-student and student-teacher connections.
Teaching Efficiency: Improves efficiency through reusable digital resources, automation, and analytics, freeing time for personalised guidance and active learning.
Extended Reach: Expands access to larger groups, remote learners, and lifelong learners, extending education beyond the physical classroom.
Blended Learning in Practice
Teaching a class of more than 100 students isn’t easy. Blended learning is an effective way to manage such a large group while still maintaining high quality. I can now scale up my courses and even plan to convert more of them into a blended format.
I provide pencast videos and mini-lectures to explain complex chemical equations. This gives me more space in class to organize peer-learning activities. You can see that students are more motivated and active in the class.
We can use Canvas to deliver prep tasks before class, so students arrive ready. In the classroom, simple techniques like think–pair–share make sessions active and engaging. No fancy tech needed, just clear structure, and it works!
I was sceptical about blended learning at first, but after trying it I’ve seen the impact. We now teach topics like sustainability by connecting our UT students with peers and teachers from Mexico, Lithuania, Denmark, and Spain. Blended learning made this possible.
Blended learning is not just a practical approach; it is grounded in well-established educational theories that explain why it can enhance teaching and learning. The following perspectives provide a foundation for understanding and designing effective blended experiences.
Constructivism: Learners actively build knowledge through experience, reflection, and social interaction. In blended learning, this is realized by engaging students in collaborative, inquiry-based activities that use both digital and face-to-face modalities. Research consistently shows that constructivist approaches, especially those focusing on social interaction, align well with blended learning, promoting student-centered teaching, deeper engagement, and the development of higher-order thinking skills.
Behaviorism: Behaviorism focuses on observable behaviors and the use of reinforcement to shape learning. In blended learning, behaviorism strategies are often applied through direct instruction, structured practice, and timely feedback, particularly in digital components. Recent studies highlight that behaviorism and constructivism are not mutually exclusive; their interplay can optimize blended learning design. By combining both, educators can ensure foundational knowledge transmission while also creating opportunities for active, contextualized learning — supporting a wider range of learner needs.
Self-Determination Theory (SDT): SDT emphasizes intrinsic motivation, highlighting the importance of autonomy, competence, and relatedness. Blended learning environments can be designed to support these psychological needs by offering flexible, personalized learning pathways and opportunities for meaningful interaction. Research shows that blended learning can activate motivation and engagement, aligning with SDT’s emphasis on fostering self-motivation and self-regulation.
Community of Inquiry (CoI): The CoI framework, rooted in socio-constructivist theory, offers a model for effective blended learning. CoI identifies three core elements: teaching presence, social presence, and cognitive presence. Research shows these are interrelated and essential for collaboration, critical thinking, and knowledge construction in blended settings. The CoI framework is widely used to design, analyze, and improve blended learning experiences, ensuring both social and cognitive dimensions are addressed.
References:Dewey, J. (1929). The quest for certainty. New York: Minton; Cleveland-Innes, M. F., Stenbom, S., & Garrison, D. R. (2024). The design of digital learning environments: Online and blended applications of the community of inquiry. Taylor & Francis; Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press; Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362; Pei, L., Poortman, C., Schildkamp, K., & Benes, N. (2025). Professional development for promoting a sense of community in blended learning. Professional development in education, 1-19; Piaget, J. (1980). The psychogenesis of knowledge and its epistemological significance. Language and learning, 377-384; Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Toolbox & Templates
At UT, we have developed the IGOF model as a practical tool to design blended courses. Many teachers already use it to map teaching and learning activities across four quadrants, combining the dimensions of individual versus group learning and online versus face-to-face settings.
Online–Individual: self-paced preparation
F2F–Group: interactive classroom activities
Online–Group: digital collaboration
F2F–Individual: one-to-one interactions
For each quadrant, we have identified examples of learning and teaching activities, supported by suitable digital tools. These examples can serve as inspiration when you begin shaping your own blended course. Interested? Contact us for more information.
Reference:Pei, L., Poortman, C., Schildkamp, K., & Benes, N. (2025). Professional development for promoting a sense of community in blended learning. Professional development in education, 1-19.
Contact Information
You don’t have to figure out blended learning alone. We’re here to support you. You might begin by blending just a single activity, or you may be ready to rethink an entire program. In both cases, we are here to support you throughout the process. CELT brings expertise in course design and educational technology to support you at every stage. We can help you:
Explore whether blended learning fits your course, module, or programme.
Review and improve an existing blended course.
Redesign your course into a blended format.
Organise a tailored workshop on blended learning for your team, department or faculty.
