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Blended Learning
What is blended learning?
Blended learning involves integrating both online and in-person teaching components into a single class with the intention to use the features of each in ways that complement each other to enhance students’ learning experience. Blended learning in this way is different from hybrid learning, which combines together both online and in-person instruction simultaneously.
Blended learning can be integrated in various ways to support the unique needs of specific classes. For some classes, using online components to deliver content followed by interactive in-person sessions which engage students (often called a flipped classroom) can be valuable. For others, delivering content in-person, and using online time to have students engage in activities such as simulations, group assignments, or more typical discussion forum type work can be meaningful. Online elements can include both online synchronous sessions, such as zoom classes, and asynchronous learning activities such as self-paced modules, recorded material, or activities completed by students independently or in groups.
Why might you consider blended learning?
Blended learning offers numerous benefits, including increasing student engagement with learning materials. In particular, research has highlighted that student confidence in soft skills such as public speaking and communication increased as a result of the often higher touch environment of blended classrooms. Other work has pointed to blended learning being preferred by learners as opposed to traditional in person or online only environments.
Beyond academic development, blended learning environments can also be beneficial in providing flexibility to learners, by limiting the amount of time that they are required to be in person for class. This frees them up for other commitments and allows them to schedule their learning around their personal situations. Additionally, getting students used to working in hybrid formats can better prepare them for the independence and environment required of them in many workplaces.
In short, the benefits of a blended classroom are numerous, and with careful consideration, can support student learning and preferences better than solely online or in-person sessions.
Considerations for integrating blended learning
Like with designing any other course, alignment, thoughtful design and communication are necessary for success in blended learning environments. Review the below considerations if you are (re)designing your course for a blended format:
- Consider how online and in-person activities can support achievement of your learning outcomes. Picking online activities which complement your in-person activities (and vice versa) through preparing students for, or meaningfully building on previous learning, will structure your course to support students in meeting your learning outcomes.
- Consider how you will communicate expectations with students. Because the blended format may be unfamiliar to your learners, additional communication to ensure students understand where and how they are supposed to engage with learning activities and what specifically is expected of them will help your course run smoothly. Consider standardizing the weekly flow and explicitly including in your syllabus where and what students are supposed to do every week.
- Consider how you will differentiate learning activities through online and in-person formats. Just like in both online or in-person courses, keeping students engaged and incorporating universal design for learning principles is necessary in blended environments. Offering students various ways to engage within lessons or across the entire course is an important element to offer flexibility and meet students' needs.
- Consider when eLearning tools may be able to support your teaching. There are lots of tools which can support you in facilitating both in-person activities, as well as online activities in interactive and engaging ways. Check out Western’s eLearning Toolkit for ideas on tools available.
- If adapting an existing course, consider where redesign will be necessary. When switching a course to a blended model from a previously fully in-person model, it can be tempting to have students complete work online, in addition to keeping all of the material and format from the in-person offering. This can overburden students and the instructor. Recognizing where meaningful changes need to be made to support delivery of the course in an online fashion is necessary for a successful blended course.
Additional Resources
Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25(4), 3049–3069. https://doi.org/10.1007/s10639-020-10100-y
Centre for Teaching Excellence, University of Waterloo. (n.d.). Blended learning. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/support/blended-learning
Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129–136.
D2L. (2026, June 30). The complete guide to blended learning. https://www.d2l.com/blog/blended-learning-guide/
D2L. (2026, March 4). The advantages, challenges, and benefits of blended learning. https://www.d2l.com/blog/advantages-and-challenges-of-blended-learning/
eLearning Technology Team & Centre for Teaching and Learning, Western University. (n.d.). eLearning toolkit. Western University. https://elearningtoolkit.uwo.ca/
McPhee, S., & Jerowsky, M. (2022, October 5). The benefits of blended learning at UBC. Department of Geography, University of British Columbia. https://geog.ubc.ca/news/the-benefits-of-blended-learning-at-ubc/
Singh, H. (2021). Building effective blended learning programs. In Challenges and opportunities for the global implementation of e-learning frameworks (pp. 15–23). IGI Global Scientific Publishing.
Taylor Institute for Teaching and Learning, University of Calgary. (n.d.). Learning module: Blended learning. University of Calgary. https://taylorinstitute.ucalgary.ca/resources/module/blended-learning
Western University Centre for Teaching and Learning. (n.d.). Universal design for learning. Western University. https://teaching.uwo.ca/resources/edida/universal-design-for-learning.html