We publish the fifth article for the #blogging project written by the student MARGHERITA DI BARTOLOMEO

What is blended learning?

“Blended learning”, otherwise defined as “blended learning” or “hybrid learning”, is a common method in the training field which consists in using different learning environments in a single educational path.

It combines the traditional method of the lesson carried out by a teacher in the classroom with the e-learning method, thus providing for the integration of training systems, didactic typologies and different fruition tools.

What is the goal of hybrid learning?

Blended learning is aimed at enhancing the strengths of face-to-face training on the one hand, and the specificities of online training on the other.

Recent studies assert that often, for every euro spent on classroom training, 85% is used for travel and management costs.

Therefore, well organized and well managed blended learning training can reduce costs and increase training efficiency.

How should good blended learning be structured?

This kind of learning can be structured in different ways, depending on the needs of those who decide to undertake a training course of this type.

However, it must always contain these two elements:

• lessons or activities entrusted to specialized teachers on the subject of the course;
• one or more parts in SCORM self-learning.


Collaborative learning processes such as those of learning communities can also be included, with asynchronous interaction (mail, newsletter, etc.) or synchronous with remote presence (videoconferences, webinars, etc.).

How to make a mixed learning path efficient?

The fundamental steps to make a blended learning process efficient are:

• identify a priori the objectives required by those who commission and request the course;
• understand the specific context of its users, balancing the use of classroom training and online tools in a meaningful way;
• design the e-learning part of the course so that it is not very demanding in terms of bandwidth to adapt to any connection availability, and possibly also largely accessible offline;
• constantly track the results and any progress in learning users, to ascertain the effectiveness of the course;
• take account of user feedback, which is essential to keep in line with the needs and expectations of the course recipients.


With the supervision of the editorial staff of Piazza Copernico