How can blended learning combine the strengths of online and in-person education to support deeper engagement, flexibility, and student success?
What is Blended Learning?
Blended learning is more than a change in how we deliver content; it’s a shift in mindset. It invites us to reflect intentionally on how and where our students learn best, and on how to balance the strengths of digital tools with the irreplaceable value of face-to-face interaction. Defined as “the thoughtful integration of classroom face-to-face (F2F) learning with online learning” (Garrison & Vaughan, 2011), it treats both modes not as separate spaces but as interconnected parts of a single learning environment. What happens online should prepare for, inform, or extend what happens in person, while in-class activities build on and deepen online work.
This approach enables teachers to make the most of F2F time by focusing on higher-order learning activities such as discussions, problem-solving, and collaboration, while using online spaces for exploration, reflection, and reinforcement. The combination gives students both flexibility and autonomy in their learning, while keeping them motivated and connected through meaningful interaction with peers and teachers.
Reference: Garrison, D. R., & Vaughan, N. D. (2011). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: John Wiley & Sons, Inc.
Foundational Concepts
A strong foundation in blended learning comes from understanding how students engage with both content and each other. The Community of Inquiry (CoI) framework provides a well-established model for this. It explains how meaningful learning experiences emerge through the integration of three interdependent elements:
- Social presence: the ability of students to project themselves as “real” people, fostering open communication, trust, and a sense of belonging.
- Cognitive presence: the extent to which students are able to construct and confirm meaning through reflection, inquiry, and sustained dialogue.
- Teaching presence: the design, facilitation, and guidance of learning activities to support both social and cognitive processes.
In blended environments, these presences do not stand alone, they interact across online and face-to-face settings. When intentionally developed, they ensure that learning is flexible, connected, and engaging.
Reference: The Community of Inquiry: about the framework. (n.d.). The Community of Inquiry. https://www.thecommunityofinquiry.org/coiLinks to an external site.
Training
Deepen your understanding of Blended Learning with our self-paced Canvas course, where you explore key theories, apply practical strategies, and design engaging activities that balance digital tools with face-to-face interaction, mastering each step before moving on.
(Coming soon)
Contact information
CELT offers support for teachers to develop blended learning for more active and connected learning experiences, bringing expertise in course design and educational technology. With our support, you can:
- Explore whether blended learning could benefit your course, module, or programme.
- Evaluate and improve an existing blended course.
- Redesign your course into a blended format.
- Organise a workshop on blended learning for your team.
