Blended learning is a carefully designed combination of online and on-campus learning, tailored to learning objectives, the curriculum and students. It enhances the learning experience and improves teaching quality.

Students can acquire much of the knowledge and insight through self-study at any time or location (independently or in groups). Face-to-face teaching facilitates in-depth discussions, application of knowledge and insight, and review of complex components. Blended learning can incorporate both synchronous and asynchronous activities.

Synchronous activities are those that students take part in at a designated time. Lecturers and students meet at the same time, either in a classroom or online, to engage in interactive activities such as discussions, simulations and providing feedback.

Asynchronous activities are tasks that students complete in their own time and at their own pace. For instance, students may watch knowledge clips online or prepare a case study, which they then discuss during an interactive tutorial, either on campus or online.

Blended learning involves a dynamic mix of online and on-campus activities, which depend on factors such as the subject matter, teaching methods, group size, room size and digital facilities. When developing blended learning, it is also important to ensure adequate social interaction. Social interaction plays a vital role in student development and is therefore a key factor in ensuring high-quality teaching. In-person teaching is therefore at the heart of our education, and incorporating online activities into our curricula can enhance the student learning experience and teaching quality.

Why ‘blend’ learning?

In a well-designed blended approach, instructors utilise the strengths of face-to-face and online teaching methods to improve learning and achieve the desired learning outcomes for students. The benefits of blended learning include:

Deeper, more meaningful learning. In-class guidance from the instructor, combined with sequential online experiences, provides greater opportunities for students to learn course content and practise higher-order skills, such as critical thinking, inquiry and reflection. Students have more opportunities to receive feedback on their learning.

There is increased student engagement inside and outside the classroom. In-class activities facilitated by the instructor (e.g. role play, problem sets, demonstrations, debates) enable students to engage with the course content, their peers and their own thinking. These active learning experiences complement online activities that encourage participation from all students and enable them to demonstrate their understanding.

Meeting the needs of diverse learners. Leveraging web-based technologies can provide flexibility and increase access to learning opportunities and support resources for all learners. Students can engage with learning resources and course content at a time and pace that suits them, reducing cognitive load and increasing accessibility. They can review information and practise skills more frequently. Instructors can use the data generated from online platforms and technologies to evaluate student learning and their course, making adjustments accordingly.

This promotes student ownership of learning. A blended approach provides students with opportunities to use the learning resources and experiences curated by the instructor in customised ways. This requires instructors to design courses that promote students’ metacognition. Students benefit from the guidance of their instructor as they develop their self-directed learning skills.

There are more opportunities to develop a learning community within the course. Class time can be used for collaborative peer learning activities. Students can interact and collaborate in class and online. Instructors are more likely to achieve 100% participation through online components, as students have time to reflect on the material and make more meaningful contributions and connections across the course content.