Train and educate successfully
Blended Learning in Practice
Blended learning combines in-person training with e-learning, creating flexible and effective learning processes. On this page, you will learn about the advantages, areas of application, and practical examples – ideal for companies, trainers, and academies.
Blended learning means the mixing of different forms of learning. The term has been a common expression for many years for the trend of combining traditional learning forms with online learning platforms. What this exactly means, where blended learning is used in practice, and what the benefits are - you will learn all of this 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 top, there is a note 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 ahead.
In the following section, you will learn exactly what is meant by Blended Learning, where the term comes from, in which areas the Blended Learning method is used, and how to build 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 the combination, as simply merging 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 intertwined and brought together into a unit so that it is possible to incorporate the advantages of each learning form and compensate for the disadvantages of the other learning form."
An alternative term for Blended Learning is therefore also “integrated learning”, since one learning form is integrated into the overall concept of the other. However, as this expression may lead to confusion, we limit ourselves to the English term “Blended Learning”.
Origin of the Term
We know “blended” in other contexts such as blended tea or blended whisky. Just like in Blended Learning, various components are mixed and newly combined here. In the 1970s, people spoke of “hybrid learning forms,” referring to the mixing of the (then new) media video and audio with traditional forms of learning. In the 1980s, the use of computers was added, sparking a renewed discussion about the best possible integration of new and traditional teaching methods.
Application Areas for Blended Learning
Blended Learning can fundamentally be used in all areas of teaching and learning. The largest fields are schools and universities, vocational training, and professional development.
1. (Higher) Education
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 common tool in many places. In contrast, traditional face-to-face learning still dominates here, and when using e-learning elements, they are often not adequately integrated into a Blended Learning overall concept.
2. Training
That Blended Learning is an effective solution in training has been increasingly discovered by HR personnel and trainers in recent years. Anja Schulz and Marcel Martsch, for example, 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 train their apprentices in a traditional way 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. Thus, a self-directed online phase is a practical supplement to face-to-face training with a fixed date. According to the eLearning Journal Benchmarking Study 2016, sales is particularly suited for the use of Blended Learning in a professional context, closely followed by customer service and administration.
In addition to traditional soft skills training or the technical introduction to a new tool, the onboarding area is also suitable for the Blended Learning concept. In summary, the Blended Learning concept in professional development and continuing education is always useful when cross-person content needs to be conveyed sustainably.
A Mix of Self-Directed and Other-Directed Learning
What characterizes the blended learning approach is a good mix of externally directed and self-directed processes. In this context, the face-to-face phase is more 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 like speeches and presentations on one side and self-directed processes like pure e-learning on the other. Blended learning connects both forms of learning.
Finally, a note on the categorization of self- and externally directed learning: In the literature, self-directed processes are often closely associated with new media. This is true insofar as they have a high potential for interaction and exploration (cf. H.-Hugo Kremer: Media Development for Blended Learning Measures, 2005). However, a presentation can also be transmitted via media and is thus not significantly more self-directed than a presentation 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 directed phases.
Success of Blended Learning in Training and Education
Blended Learning is not a new trend; it has long established its reputation as the model of the future in the education sector. Since 2006, the Trend Study Learning Delphi has surveyed experts from the DACH region about which learning formats will be of high importance for companies in the next 3 years. In recent years, Blended Learning has consistently remained above 95%. In the Trend Monitor 2020/21, Blended Learning is undeniably recognized with 100% agreement from experts as the top learning format of the future for companies!
Source of the data from the graphic: mmb-Trendmonitor 2020/21
Experimental studies also 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 implement 10-12% of what they learned into practice more successfully than the control group, which learned exclusively through traditional instruction (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, it refers to a fundamental idea: to combine face-to-face learning with online-driven self-learning. The practical implementation can look very different each time. Some models and methods are particularly suitable in combination with Blended Learning – below we 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 conditions, different models may come into consideration. In some situations, it makes sense to focus on the online phase, while in others, the focus is on the face-to-face phase. The combination possibilities are virtually endless, although in practice some typical models have emerged.
Here are three typical approaches to 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 learning units is referred to as microlearning, commonly known in English as “Microlearning.” The idea is: those who take ten minutes to learn repeatedly tend to process information better and more sustainably than someone who engages with a topic for two consecutive hours.
Both the consumption and creation of these learning snippets should therefore take place in as short a time as possible and be highly focused content-wise. In combination with blended learning, microlearning works so well because the barrier to starting to learn 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 teaching and learning supported by electronic media of any kind: “It includes, for example, Computer Based Training (...), Web Based Training using the Internet, as well as communication forms like emails, chats, and discussion forums. Additionally, educational television and online seminars are also classified as E-Learning” (Stäudel 2008, p. 104).
The significant advantage of E-Learning is the high degree of independence for the learner. However, a disadvantage of pure E-Learning is the lack of commitment and personal support. The following table lists the three main potentials and problems of E-Learning:
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In blended learning, e-learning is combined with in-person learning. In-person learning refers to "a form of teaching where teachers and learners meet at the same time in a specific place." The greatest advantage of traditional in-person learning is the intense support available for 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 essence 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 includes webinars where instructors and participants are in the same place at the same time – even if the place is digital and everyone can attend this digital location from their own desk.
Essential Elements of Blended Learning Courses
In order for a blended learning course to be considered blended learning, several essential elements must be present. The kit must include at least:
a person participating (participant)
a person leading the blended learning (course leader)
an in-person event
an online platform
online content
Requirements for Blended Learning
If the essential elements for blended learning are present, they are subject to some fundamental requirements to achieve the desired success.
Face-to-Face Training in Blended Learning
The face-to-face training is the central part of most blended learning concepts. Here, all participants meet in person – even if it is “only” in the form of a webinar via live chat or live phone calls. Therefore, in face-to-face training, this fact should be emphasized as a strength, for example, in the form of open question rounds or other forms of personal exchange.
In terms of content, a face-to-face training that is integrated into blended learning can cover more advanced topics than without blended learning: Introductory lessons and the transmission of basic knowledge can take place online before the first face-to-face event, as personal support is usually not needed for this.
Software and Tools for Blended Learning
To find a suitable online accompaniment in blended learning, choosing software or a suitable tool is necessary. The requirements here naturally vary depending on the chosen blended learning model and one’s own learning concept. However, some characteristics should be met:
Integration Friendliness: Suitable for all common operating systems (Windows, Macintosh) and all common browsers (Google Chrome, Firefox, Internet Explorer)
User Friendliness: Usable without specialized IT knowledge and a clear navigation
Data Friendliness: A transparent handling of user data and a trustworthy provider
We have only listed the basic requirements for blended learning software here. A free trial version, good support, and many other criteria are also signs of good software. Last but not least, the features (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 work 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 for your company.
Didactic Concept for Blended Learning
In addition to high-quality face-to-face training and high-quality software, the overall didactic concept is crucial for the success of blended learning. Going into all the details here would exceed the demands of blended learning, but two quality seals are particularly worth mentioning at this point: good media usage and clear calls to action.
Quality through Good Media Usage: Good blended learning stands out due to excellent media usage. It is not only the diversity of different media that is important, but also their adequate interlinking.
Particularly popular among learners and instructors are explanatory videos. According to the Trendmonitor 2018, no other tool for digital learning receives such high approval as explanatory videos.
Videos are not only more illustrative and entertaining than, for example, plain text, but they often also save time. When using videos in blended learning, it is therefore particularly important that they are kept as short as possible (ideally between 30 seconds and 3 minutes). If you want to know more precisely what to consider with videos, you can either find many helpful sources via Google or check our blog on the topic of videos.
Quality through Clear Calls to Action: In addition to well-chosen media usage, the consistent use of clear calls to action is of fundamental importance in blended learning. What is taken for granted in face-to-face learning must not be lacking in online support either: the instructor must always clearly communicate what task the learner should do next.
The reason is obvious: Even if the online phase is basically self-directed, clear calls to action help the learner to move forward. The English term Call-to-Actions (CTA) is commonly used here.
A clear call to action is:
focused on exactly one step
immediately actionable or planable within 5 minutes of the prompt
understandable in 1-3 sentences
Example of a Clear Call to Action: “Take five minutes now to read the linked text and highlight all the 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 community 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
Technical barriers
Restrictions on learning content
High Pedagogical Demands on Trainers and Teachers
It is occasionally criticized that the quality criteria of the pedagogical concept (see above) are quite high. As a result, the expectations of leading blended learning – that is, the teacher, trainer, or continuing educator – are relatively high. Therefore, blended learning is less suitable for beginners in the field of education.
Note: This restriction only applies to the leading person. For participants, the expectations are not necessarily higher or lower than in traditional knowledge transfer.
Whether the high pedagogical demand 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 Blended Learning” and create a mini-blended learning experience in 45 minutes. The result does not have to be perfect! But you will quickly see whether you can fundamentally engage with the pedagogy of blended learning.
Technical Obstacles in Blended Learning
The use of a digital platform is sometimes seen as a criticism of blended learning. On the one hand, because a basic technical understanding should be present on both the provider and user sides. On the other hand, because technology is fundamentally prone to errors and external support is necessary when problems arise.
Proponents of blended learning point out regarding these technical criticisms that, first, a good platform is designed to be so simple that it truly requires only minimal digital basic knowledge. Secondly, the susceptibility to errors applies to people just as much as 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 impression of how complicated or simple the technology for blended learning can be, you can book a 20-minute introductory demo here.
Restrictions on Learning Content
Moreover, there are some (few) learning contents for which the e-learning component of blended learning is only limitedly recommended. For example, language courses that focus on speaking training are not easily verifiable during the self-study phase.
In principle, however, such training can also be implemented with blended learning by selecting a suitable model. In the example of language courses, this would be a model that includes frequent face-to-face sessions.
Generally, this point is not a real limitation in the implementation of blended learning. What is important is that the blended learning model fits the content: If it is about highly practical content such as language training or sports courses, the ratio of face-to-face to online should ideally be about 70% to 30% rather than the other way around!
Are you unsure whether your content is suitable? There is no blanket answer to this – it is probably helpful to have a conversation with blended learning experts or you can simply try it out in a test phase.
Practical Examples of Blended Learning in Trainings
In addition to the theory of the Blended Learning concept, some practical examples should also be mentioned here. Our focus is on use cases in trainings, coaching, and consulting.
For this, we start with real practical examples from the blink.it web app and then cite two different users who successfully use Blended Learning in their own business.
Implementation of Blended Learning and Microlearning using blink.it as an Example
As described above, Blended Learning is particularly effective when one relies on the method of Microlearning during the online-controlled self-learning phase. The following video shows an example of how a micro-content in the form of a welcome video at the beginning of the Blended Learning can look:
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:
Case Study Blended Learning: Dennis Tröger
"Online courses are not a substitute for in-person training" – this is the statement by Dennis Tröger, who is an expert in Blended Learning. On one hand, he advises his clients professionally on the use of online courses; on the other hand, he himself relies not only on online content but also on Blended Learning.
The Blended Learning model of Dennis Tröger resembles the "sandwich" illustrated above: participants in his online courses can inform themselves about introductory and in-depth content before and after the in-person event, and they 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 all 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 on the same level because they previously participated in my online support. I can then personally answer all questions that have arisen during the webinar."
Example of Blended Learning: Normen Ulbrich
"I focus on individually tailored blended learning, where traditional in-person 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 the participant can fully realize their potential.
The blended learning model of Normen Ulbrich resembles the "Springer" model presented above: At the beginning, there is always an in-person event, where personal interaction is important for building trust. In the following training, additional in-person events alternate with short online impulses.
Further Information on Blended Learning
On this page, the essential aspects of Blended Learning are presented. The focus is on Blended Learning for adult participants – for example, in in-house training, in education, or in coaching.
Of course, there is much more to learn about Blended Learning than we can cover here. Therefore, we will discuss training opportunities related to Blended Learning and finally present a selection of literature and online content.
Training Opportunities for Users of Blended Learning
For trainers, teachers, or coaches, there are several training options to optimally get started with Blended Learning. Various providers offer certificates or conduct workshops on the essential aspects of Blended Learning.
Training/Continuing Education with Certification:
Blended Learning Trainer with blink.it from the Blended Learning Academy
Blended Learning Designer from the FCT Academy
Cited and Further Reading on Blended Learning
There is a wide range of literature available on Blended Learning. Digital sources are directly linked in the context mentioned above, and all other sources of the cited literature can be found in the following directory.
Here, besides the sources cited above, we provide a selection of works that serve for further information on Blended Learning. This list will be regularly updated and expanded.
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: Action competence for trainees. Volume 1: Requirements, Needs, and Measures for Key Competences in the Commercial and Technical Sector. Pabst Science Publishers, 2008: Lengerich.
Further Literature
H.-H. Kremer: Media Development for Blended Learning Measures. Economic 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: Development of Teaching III: Potential of eLearning to Support Self-Directed and Cooperative Learning in Initial Vocational Education. Institute for Economic Education at the University of St. Gallen, 2004: St. Gallen.
N. Ojstersek: Support Concepts in Blended Learning – Design and Organization of Tutoring 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 can also find numerous pieces of information about Blended Learning on various websites and blogs. Our selection includes different approaches and opinions on this topic, which do not necessarily reflect our view of Blended Learning. The order is alphabetical.
Note: Some texts are in English, and our last access was on November 17, 2020.
Benchmarking Study 2020: eLearning and Continuing Education (eLearning Journal 2020)
Blended Learning Universe: What Blended Learning is – and isn’t
Blended Learning in Practice: The Right Mix of Online and In-Person is Key
Webinar instead of Seminar: When is E-Learning Worth It?
The Role of Google Classroom in a True Blended Learning Journey
