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Table 1 Two lenses to look at dimensions of the blend

From: Supporting decision-making processes on blended learning in higher education: literature and good practices review

Dimensions of the blend (Singh, 2003) Dimensions of the blend (Galvis, 2017a)
Offline (face-to-face) and online (virtual) learning environments Spaces (face-to-face, online, autonomous) and time (synchronous, asynchronous) for student-teacher-content interaction
Self-paced (learned controlled) and live, collaborative learning (among many learners) Pedagogy (conventional, inverted) and locus of control (teacher, students, group)
Structured (formal) and unstructured (informal) learning Media to attain knowledge (expository, active, interactive media)
Custom content (adaptive, flexible) and off-the-shelf content (generic) Learning experiences (formal, non-formal, informal)
Learning (before a new job-task), practice (using job-tasks or simulation models), and performance support (Just-in-time coaching) Learning environments (personal / networked, at work / at home, virtual classroom / physical classroom)