Blended learning uses a mixture of face-to-face and online learning. It is intended to combine the best of both approaches. For this to be achieved, careful planning is needed. Generally, the time available for the face-to face components is limited and should be devoted to activities that really benefit from face-to face content. There is little point in assembling a group and simply lecturing at them!
They share the pros and cons of face-to-face and online learning. By combining them the goal is to combine the flexibility and variety of online learning with access to human instructors who can be much more reactive and interactive. There are greater opportunities to build effective working relationships between tutors and students and between students, which may be continued online once established.
There are also challenges specific to blended learning. Effective blended courses take more time and skill to plan, as they must integrate online and in-person elements smoothly. If not well-designed, online components can feel isolated or disconnected from the face-to-face sessions. Inconsistent quality between online and face-to-face components can undermine learning, and finally, monitoring participation and progress in both environments can be more complex.
Ngenzi et al (2021) compared different modes of learning for continuing medical education. They reviewed a range of other studies. They found that blended learning gave mixed results. Some studies such as Rohwer et al.(2017) found that blended learning was more effective than face-to-face learning or no intervention when it came to improving knowledge and skills in professional development.
However, other studies such as Sullivan (2012) reported no advantage of blended learning over face-to-face learning, meaning the two were found to be similarly effective.
Pure online learning, when compared to face-to-face, was also found to be comparable in terms of knowledge and skill outcomes, and both were more effective than having no learning intervention at all.
Both blended and online learning were shown to be at least as effective as face-to-face approaches in professional development settings.
Further Reading
Ngenzi, J. L., Scott, R. E., & Mars, M. (2021). Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews. BMC medical education, 21(1), 245.
Rohwer A, Motaze NV, Rehfuess E, Young T. (2017) E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review. Campbell Syst Rev.13(1):1–147. https://doi.org/10.4073/csr.201 7.4.