WHAT DO WE MEAN WHEN WE SAY BLENDED LEARNING? Are we referring to instructional method? To delivery method? In fact, blended learning often means different things to different people.

The concept of "blending" grew out of the successes and failures of e-learning. Although some instruction is appropriate for online delivery, there are still many contexts in which it appears that learning is best served by some combination of classroom, Web-based training (WBT), synchronous online delivery, or other electronic resources.

How do instructional designers figure out what is the right "blend" of instructional and delivery methods in a given situation?

The same decision components that should be considered for any instructional design, should be carefully examined for blended learning solutions. The illustration below suggests a number of components to be considered. Some of these are audience analysis, course content, learning objectives and outcomes, and situational context. 

In addition, when considering technology delivery of instruction, it's best to determine whether there are any barriers to implementation.
For instance, is there sufficient bandwidth? Is the organizational climate supportive of technology-based learning?

Each unique learning situation will require a fresh approach. However, the guidelines below can help designers determine whether what they are considering represents a truly blended solution. 

Completely integrated instructional design

A blended solution works when all the instructional components are considered holistically. What is less successful, for instance, are e-learning modules just "bolted on" to existing instructor-led training. A plan for blended delivery should include conducting the up front analysis necessary, and ensuring the inclusion of these key components of successful instruction: interaction, instructional goals tied to performance, and learner engagement. 

Each method delivering its best

Each delivery method should be chosen for what it can deliver best. (Zenger & Uehlein, 2001) For instance, online training can often effectively provide learners with factual knowledge about a specific skill.

However, the content and desired learning outcome should determine whether the practice of that skill is appropriately accomplished online, or best done in a classroom or authentic context.

Consider whether, in a given situation, performance support and online resources might be more effective than any type of instruction as a "blended solution." 

Flexibility and Variety

The choice of whether to offer alternative delivery options for the same instruction, or combine delivery methods will depend on a number of factors. Learners can often benefit from multiple delivery methods that accomplish the same learning objective. Barriers to access are eliminated, and learners have more choice in how they learn.

Blended learning is a continuous process, rather than just a "learning event." Providing blended solutions allows for flexibility, not only of multiple delivery methods, but for learning to take place over time.

For instance, the timeline below shows how Web-based modules can offer "pre-work" preceding a classroom training event. Online peer communities or e-mentoring can extend well past the live event, along with Web resource availability for learners. 
Blended learning offers great potential and attraction for those designing, delivering, and learning. Staying riveted to instructional and performance outcomes when determining the "right" blend is key.

Zenger, J., & Uehlein, C. (2001). Why Blended will Win. Training & Development, 55(8), 54-60. 
Felicia Douglis ，Educational Technology Department ，San Diego State University