Getting Started with a Blended Learning Model (5 min read)

In this article, we've shared guidance on some first steps educators can take to start benefitting from blended learning principles in their classroom. We've also broken down some best practices shared by the educators we've worked with over the years in the hope that they can help those starting out on their journey with a blended learning model.

What is blended learning?

Blended learning combines traditional in-person classroom instruction with remote, on-demand digital learning to enhance the overall student outcome.

The best learning experience possible would probably be if a student could have their own personal professor, who could teach to them in their style, at their pace, when convenient at a location of their choice (a coffee shop, or the South of France probably). 

In the absence of pocket-professors, technology can be used to fill the gap with the goal of creating flexible, personalized learning environments that meet the diverse needs and preferences of learners, while also leveraging the advantages of technology and digital media.

The key benefits of blended learning:

  1. Flexibility: Blended learning allows learners to access course materials and participate in learning activities at their own pace and on their own schedule, which can make learning more convenient and adaptable to their individual needs and preferences.
  2. Improved engagement: Blended learning can help to increase engagement by providing a variety of learning experiences and opportunities for interaction and collaboration with peers and instructors.
  3. Enhanced learning outcomes: Blended learning has been shown to improve learning outcomes, as it combines the benefits of both in-person and online learning to create a more effective and comprehensive learning experience.1,2,3,4
  4. Cost-effectiveness: Blended learning can be more cost-effective than traditional classroom instruction, as it can reduce the need for physical classroom space, materials, and other resources.

Best practices for those getting started:

There is no one-size-fits-all answer to the question of what approaches are most effective for blended learning, as the specific strategies and techniques that work best will depend on the unique needs and characteristics of the learners and the content being taught. However, here are a few guiding principles and best practices that can help to maximize the effectiveness of blended learning:

  1. Design for active and interactive learning: 
  • Include a mix of passive and active learning experiences, with opportunities for learners to engage with content in meaningful ways and collaborate with peers and instructors.
  1. Use a variety of media and modalities: 
  • Incorporate a range of multimedia and modalities, such as videos, podcasts, simulations, and interactive online activities, to cater to different learning styles and preferences.
  1. Foster a sense of community and engagement: 
  • Provide opportunities for learners to connect with each other and with instructors, through discussion forums, social media, and other channels, to create a sense of community and promote engagement.
  1. Provide timely and personalized feedback: 
  • Include regular feedback and assessment opportunities, with feedback provided in a timely and personalized manner to help learners stay on track and improve their performance.
  1. Start small, and build from there:
  • Blended learning should be an iterative process, with regular evaluation and feedback to identify areas for improvement and refine the approach over time.

To learn more about how Blended Teaching incorporates these principles to make it easy for instructors to implement these best practices, read this article (5 min read).


  1. ECAR Study of Undergraduate Students and Information Technology. (2018). Retrieved from
  2. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 higher education edition. The New Media Consortium. Retrieved from
  3. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter. John Wiley & Sons.
  4. Livingstone, S., & Bober, M. (2004). UK children go online: Final report of key project findings. LSE Research Online. Retrieved from