Making sense of blended learning

Purpose – This paper has the aim of considering blended learning in the global context. Design/methodology/approach – The approach is to use research surveys supplemented by extensive case study interviews involving 19 countries Findings – The paper finds that it seems beyond doubt that the concept of blended learning has arrived and is here to stay. However, if it is to add value to our understanding of effective training and learning the term needs to be considered in a broader context. It is not simply about delivery and technology. If the term blended learning is to have longevity in our trainer vocabulary we must extend its use beyond technology. It must be as much about varying learning methodology as it is about training delivery. We must understand more about what motivates learners, what support they need and how these supportive interventions can take place in practice. Only with this understanding can we get the “blend” right. Practical implications – Emphasis needs to be shifted from technology to learning. Originality/value – The paper includes a case study based on language training in India using a blended approach.