Blended Learning

What is Blended Learning?

“Blended Learning” is used to describe the combination of traditional face-to-face learning with distance online learning environments.

Today, Blended Learning has developed to be a mixture of pedagogical approaches and instructional media, which aims at improving the teaching and learning processes. More specifically, in the last decade, Blended Learning is not only seen as a new trend, but as a necessity for the world of education, mainly because it gives teachers and trainers the possibility to improve traditional teaching and overcome many obstacles such as the inflexible time-management and the failed communication between teachers and students. Hence, a blended learning course can combine the fast-growing technological innovation with the traditional teaching processes in order to best cover the demanding educational needs or new generation learners.


As our own research has also shown (link), Blended Learning can be advantageous in a teacher’s CPD context. Time-flexibility, active participation, better feedback and interaction between the participants and opportunities for practical testing are some of the elements reported by teacher training experts, which make the BL courses attractive and beneficial for their participants.
To find out more about our national reports on Good Practice in Blended Learning Concepts in Teachers ́CPD follow this link.



Our internal materials will help you get a better understanding of Blended Learning in teachers’ Professional Development.


National Reports

Our National Reports from Belgium, Germany, Hungary, Portugal and Romania on Good Practice Examples and Blended Learning Concepts offer an overview of the national state of research and development with regard to the implementation of blended learning formats in teachers ́ professional development. They are focused on answering questions such as:

  1. What is the most effective relation of face-to-face and e-learning components regarding learners ́ (i.e. teachers ́) motivation, interaction and learning outcomes?
  2. Which were the most important success factors and obstacles in implementing blended learning courses in teachers´ CPD?
  3. Which evaluations have been carried out, which methodology has been applied?
  4. Which criteria for good practice have been developed, which evaluation results matter for developing a blended learning concept within BleTeach?

Romania  Belgium  Germany  Hungary  Portugal


Blended Learning and Course Design

October 2016, Cologne | Germany

Presentation on Blended Learning and Course Design by Liz Chamberlain (Open University London).


Handbook of Success

Our Handbook of Success Factors will give you a basic idea of technical requirements of best practice e-learning platforms as well as the best pedagogical concepts, formats of appropriate materials and good assignments, feedback mechanisms and requirements for certification.


These links can help you follow different approaches in Blended Learning, as well as give you a broad understanding of where the research stands.

External Links

Blended Learning Report | Harvard University

Read the report.