From Blurred Learning to Optimal Blended Learning – Finding the Right Balance Between Structure and Flexibility in Mixed Designs
Coyan Tromp （ Institute for Interdisciplinary Studies of the University of Amsterdam, Netherlands ）
Abstract
Following the exponential growth of online education during the recent pandemic, blended learning has become the standard at many institutions of Higher Education. At the University of Amsterdam, teachers are encouraged to strive for an optimal mix of on-site and online education. The focus on blended learning is motivated by the objectives of activating students, enhancing deeper learning, and introducing greater flexibility into the curriculum. This article examines whether the anticipated benefits of blended learning can be realized in practice within the bachelor Future Planet Studies. Recognizing the absence of a universal blueprint, it is explored which types of blends are most appropriate for various educational contexts. In addition, essential preconditions for a successful implementation of blended learning are identified, such as the need for efficient scaffolding and ensuring that students do not only make use of the offered flexibility, but of the provided structure as well.
Keywords
Digitalization; Blended learning; Mixed designs; Flexibility; Scaffolding; Student activationFull Text
PDFReferences
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[2].Awidi, I.T. & Paynter, M. (2019). The Impact of a Flipped Classroom Approach on Student Learning Experience. Computers & Education 128: 269–83. https://doi.org/10.1016/j.compedu.2018.09.013.
[3].Abeysekera, L. Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research & Development 34 (1): 1–14. https://doi.org/10.1080/07294360.2014.934336.
[4].Akçayır, G. & Akçayır, M. (2018). The Flipped Classroom: A Review of its Advantages and Challenges. Computers & Education 126: 334–45. https://doi.org/10.1016/j.compedu.2018.07.021.
[5].Alten, D. van, Phielix, C., Janssen, J. & Kester, L. (2019). Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: A Meta-Analysis. Educational Research Review 28: 100281. https://doi.org/10.1016/j.edurev.2019.05.003.
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[9].Biggs, J. & Tang, C. (2015). Constructive Alignment: An Outcomes-Based Approach to Teaching Anatomy. In: Lap Ki, C. & Pawlina, W. (eds.) Teaching Anatomy: A Practical Guide: 31–4.
[10].Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3): 365-394. https://doi.org/10.1007/s40692-021-00183-y
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[12].Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. http://dx.doi.org/10.1016/j.edurev.2017.06.001
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[14].Bredow, C.A., Roehling, P.V., Knorp, A.J. & Sweet, A.M. (2021). To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education. Review of Educational Research 91(6): 878–918.
[15].Bruck, S., Loenen, B. van, Vermeulen, E., Pareja Roblin, N., Cornelissen, F., Voogt, J. & Volman, M. (2022). Characteristics of effective and meaningful blended education: a literature overview, Amsterdam: Universiteit van Amsterdam.
[16].Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A. & Vanslambrouck, S. (2021). Experts Speaking: Crucial Teacher Attributes for Implementing Blended Learning in Higher Education. Internet and Higher Education 48: 100772. doi:10.1016/j.iheduc.2020.100772.
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[18].Calderón, A., Scanlon, D., MacPhail, A., & Moody, B. (2021). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy, 26(6): 562-577. https://doi.org/10.1080/17408989.2020.1823961
[19].Cho, M-H. & Kim, J.B. (2013). Students’ Self-Regulation for Interaction with Others in Online Learning Environments. Internet and Higher Education, 17: 69–75. https://doi.org/10.1016/j.iheduc.2012.11.001.
[20].Cho, M-H. & Cho, Y. (2014). Instructor Scaffolding for Interaction and Students’ Academic Engagement in Online Learning: Mediating Role of Perceived Online Class Goal Structures. Internet and Higher Education, 21: 25–30. https://doi.org/10.1016/j.iheduc.2013.10.008.
[21].Dulfer, N., Smith, C., Harrison, M. & Selkrig, M. (2023). Digital Learning: How to Manage a Very Tricky Balance. Retrieved d.d. 18 Sept 2023 from the Australia Association for Research in Education’s Blog EduResearch Matters, Digital Learning: How to Manage a Very Tricky Balance - EduResearch Matters (aare.edu.au).
[22].Graham, C.R., Woodfield, W. & Harrison, J.B. (2013). Framework for Institutional Adoption and Implementation of Blended Learning, Internet and Higher Education, 18: 4-14.
[23].Glogowska, M., Young, P., Lockyer, L., & Moule, P. (2011). How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-toface learning in a continuing professional development (CPD) health care context. Nurse Education Today, 31(8), 887-891. https://doi.org/10.1016/j.nedt.2011.02.003
[24].Heffernan, T. (2022). Sexism, Racism, Prejudice, and Bias: A Literature Review and Synthesis of Research Surrounding Student Evaluations of Courses and Teaching. Assessment and Evaluation in Higher Education 47 (1): 144–54. https://doi.org/10.1080/02602938.2021.1888075.
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[27].Marsh, H. (2007). Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness. The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective: 319–83. Dordrecht, NE: Springer.
[28].Massingham, P., & Herrington, T. (2006). Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance, Journal of University Teaching & Learning Practice, 3(2), 20-42.
[29].Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
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[31].O’Flaherty, J. & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. Internet and Higher Education 25: 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002.
[32].Porter, W. W. & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762. https://doi.org/10.1111/bjet.12269
[33].Selkrig, M., Dulfer, N., Harrison, M., Smith, C. Cochrane, T. & McKernan, A. (2023). Keeping It Human: Learning Design in the Digital World. Melbourne: The University of Melbourne Faculty of Education.
[34].Strelan, P., Osborn, A. & Palmer, E. (2020a). The Flipped Classroom: A Meta-Analysis of Effects on Student Performance Across Disciplines and Education Levels, Educational Research Review, 30: 100314. https://doi.org/10.1016/j.edurev.2020.100314.
[35].Strelan, P., Osborn, A. & Palmer, E. (2020b). Student Satisfaction With Courses and Instructors in a Flipped Classroom: A Meta-Analysis. Journal of Computer Assisted Learning, 36 (3): 295–314. https://doi.org/10.1111/jcal.12421.
[36].Theelen, H. De Smet, M., Van Breukelen, D., Eeckhoudt, L. Van Gucht, D. Adriaens, K. & Vanhees, C. (2024). Navigating the Landscape of Blended Higher Education: Didactical Design Principles for Students’ Broad Development, Lifelong Learning - Education for the Future World.
[37].Top Hat. (2021). Top Hat Field Report: 3,052 College Students on the Good, the Bad and Learning Post-COVID. Toronto: Top Hat Active Learning Courseware Platform for Higher Education.
[38].Tromp, C. (2019). Experimenteren met de flipped classroom, een ommekeer in het onderwijs, Th&ma (5): 76-79.
[39].Tromp, C. (2022). The Return to the Classroom: Offering Scaffolding Joint Classes to Prepare for Flipped Workgroups, Proceedings 15th annual International Conference of Education, Research and Innovation (ICERI). Sevilla: IATED, 7-9 November, 2022. doi: 10.21125/iceri.2022
[40].Tromp, C. (2025), Scaffolding the Flipped Classroom to Enhance Students’ Learning Process, Teaching & Learning Inquiry, 13: 1–18. DOI: 10.20343/teachlearninqu.13.26
[41].Universiteit van Amsterdam (2021). Inspiring Generations, Instellingsplan voor de periode 2021-2026, Amsterdam: Universiteit van Amsterdam.
[42].Ustun, A. B., & Tracey, M. W. (2021). An innovative way of designing blended learning through design-based research in higher education. Turkish Online Journal of Distance Education, 22(2), 126-146. https://doi.org/10.17718/tojde.906821
[43].Van Valkenburg, W. F., Dijkstra, W. P., De los Arcos, B., Goeman, K., Van Rompaey, V., & Poelmans, S. (2020). European Maturity Model for Blended Education. EADTU.
[44].Vermeulen, E., Bruck, S., Loenen, B. van, Pareja Roblin, N., Cornelissen, F., Voogt, J. & Volman, M. (2023). What makes blended courses successful in the experience of teachers and students? Amsterdam: Universiteit van Amsterdam.
[45].Vygotsky, L.S. (1978). Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
[46].Wood, D., Bruner, J.S. & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17 (2): 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x.
[47].Wildeman, IJ. (2022). Visie Blended Learning, Amsterdam: Universiteit van Amsterdam, January 2022.
Yürekli Kaynardağ, A. (2019). Pedagogy in HE: Does It Matter? Studies in Higher Education, 44(1): 111–9. doi:10.1080/03075079.2017.1340444.
Copyright © 2025 Coyan Tromp
Publishing time:2025-07-28
This work is licensed under a Creative Commons Attribution 4.0 International License
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