Those who know me will certainly be taken aback. After all, I admit, I must sound like a broken record; I’m always banging on about how blended learning is the foundation on which successful learning solutions is built.

So why am I advocating a change of name?  Because there is still a lot of confusion around what the term ‘blended learning’ describes.

What do some people think it is?

• eLearning tutorial+classroom+eLearning tutorial (what I call the classroom sandwich)
• A classroom course with some computer work included within it
• Has to include a classroom element with virtual classroom and or online tasks
• A mix of different learning methods
• Has to include some computer-based or online activity
• A collection of diverse resources to dip into when you need some on-demand help

Well, it may surprise you to hear that none of the above are true – and yet – all are true to a greater or lesser extent.  How can this be?

We are in a time where digital has become our first means of communication.  The world COVID crisis has removed the option of any (or mostly) face-to-face learning delivery.  Our default has become digital – it had to.  But an effective digital learning solution is a blended one. And no, blended learning doesn’t necessarily mean there is any classroom in sight.

So what IS blended learning? 

Well, it depends.

“Depends on what?” you might ask…

It depends on the situation and because there are too many variables in any given situation, there is no one right blend template. The only right blend is the one that has been carefully designed for a particular set of circumstances. Every blend should be as unique as the situation it addresses. 

How can we get the right blend?

We can only do this if we investigate thoroughly before making any decisions.

• What’s the performance required: What’s happening that shouldn’t or not happening that should? What impact does this have on business performance? Where do we need to get to?
• Who are the people: what are their needs, gaps, experience, motivation?
• What are the practicalities: what do we have available, what can’t we get, what are the limitations, what are the strengths etc

Our investigations will help us establish whether formal training is the solution (or part of) and where it fits and even if it fits. It will help us identify where less formal approaches such as coaching, just in time resources, and an ‘in at the deep end’ will play a part and how much a part it will play.

Once we’ve established the need, we will use the data gathered to help us outline the most appropriate learning approach, structure, and effective combination of activities.

We will be able to decide on how we can deliver these activities that makes the best use of the resources we have and that will work well for the particular learning activities we’ve chosen. 

The model below, illustrates how a (blended) learning framework leverages all contexts in which people learn, from formal training (live virtual classroom, self-paced online content, classroom, elearning tutorial), formal learning facilitation (live virtual classroom and self-paced tasks) performance facilitation (coaching and mentoring), supporting continued learning and performance and on-demand resources.

On top of this sits ‘support in the workplace’ whether this is from the learning and development team, line managers or peers).

Remember, each situation is unique so each blend will be unique that may use a mix of some or all methods. A blended learning approach is a what I like to refer to as a whole workplace learning approach. 

But if not ‘Blended Learning’, what should we call it?