Blended Learning in an organisational context: How to make the best of both worlds

Student reflections on Project-Based Learning

By Mareike Zeidler, Nina Joustra, Charlotte Nöthel, Daniela Bocmaru, Marco Sander and Alessandra Leclercq (Maastricht University)

The Project

In the last course of the Learning and Development in Organisations (LDO) Master Programme, we took on the role of a (HRD) advisory team. Our team, consisting of six Master’s students from Maastricht University, was challenged to apply and integrate the knowledge and skills we had acquired in the previous courses of the Master’s programme. Each of the teams was assigned a client and was asked to advise them. Our client was the Dutch Employers’ Cooperation Programme (DECP), a public-private partnership established by Dutch employers and the Ministry of Foreign Affairs in 2006. Via DECP, Dutch employer organisations offer professional expertise through training, workshops, advisory meetings, and their network to business member organisations in developing countries to improve local business climates. To cope with the travel restrictions imposed by COVID-19, the initial on-site training was transformed into online training. However, during this enforced shift, DECP recognized the value of incorporating both online and offline elements into their activities. With this insight in mind, our task for the final project was to advise DECP on the topic of blended learning and how best to integrate such a system.

After seven weeks of hard work, we discovered that the possibilities blended learning offers are endless, which inevitably adds a layer of complexity to what seemed like a simple question. Indeed, after conducting an extensive literature search on blended learning, we were left with more questions than when we started. To enrich our perspective, we enlisted the help of 27 experts from DECP’s and our own network. We made sure to explore a diversity of opinions, experiences, and best practices to provide a comprehensive account of the aspects one must consider when designing and implementing a blended learning arrangement. We collected all our findings in an extensive report and a practical toolbox, meant as a guide for DECP, their partners, and any practitioner interested in blended learning. In fact, we structured our findings so that anyone, be it a researcher, a trainer, or a practitioner can choose the material that best suits their needs and interests, regardless of the organization’s context or the blended learning format.

Project Outputs

• A comprehensive report based on theoretical research findings on blended learning, complemented by practical advice from experts. In this report we describe how to combine, structure, and implement the various blended learning components in a complementary way, to maximize the teaching and learning experience.
• A toolbox for the readers who are more interested in actionable steps for setting up blended learning. The toolbox contains insights from research, as well as the information we gathered in the interviews. Specifically, the toolbox is a practical, step-by-step guide to support readers in the design and implementation of blended learning, to enhance the experience of both instructors and learners.

Describing all the results of the project is a task too big for this article. This is why we compiled seven action steps to get any practitioner started on their journey to explore blended learning. The action steps focus on points to consider when designing blended learning and competencies that are required on behalf of both experts and learners for the successful conception and implementation of blended learning activities.

7 Action Steps

#1 Start with the “why”

Learners need to develop a strong understanding of “why” it is crucial to learn. If the “why” is communicated and understood, the “how” is easy. The trainer and experts must communicate why it is vital to not only learn but also implement the new impulse by providing the learners with powerful reasons. Only when the “why” is clear, can the learning itself be tackled.

#2 Set your objective first

Setting the learning objective is the most important component when it comes to designing blended learning experiences. But what does that mean in practice? First, the objective and the purpose of the training must be defined. Once this is determined, course activities must be planned following the objective. A third step is to choose a way of assessment and evaluation that matches the objectives and activities of the course. It is important that all of these components follow a constructive alignment to make blended learning a success.

#3 Involve learners and management

The importance of involving different stakeholders in the process of conception cannot be understated. Involving learners helps the instructors to find the right blend through considering learners’ individual needs and preferences. Moreover, the learners’ management must also be involved. The benefits of involving management extend beyond optimizing blended learning and can help transform an organization into a learning organization.

#4 Make it a journey — incorporate different phases

Another action step is to integrate different phases in a blended learning programme to transform the process into a learning journey. More precisely, learners must be activated before, during and after the training sessions. Splitting the content into various activities, such as by integrating learning “nuggets”, ensures long term effects of the learning experience. For example, one should spread out the learning goals over a more extended period and focus on one single goal or skill in each time frame. In this way, learners get the chance to go more in-depth and build a deliberate practice.

#5 Make it fun

Making learning a journey is closely linked to making learning fun. Training allows the learners to escape stress at work and dive into an inspiring learning space that focuses on creativity and development instead of finding themselves back at school. Various tools have proven valuable to ensure a fun, engaging and exciting learning experience, such as Mentimeter, Kahoot or Mural. Gamification, for example, is another way to engage your learners even more with the content and keep them motivated to learn.

#6 Less is more — reduce technology

When designing a blended learning experience, the role of technology automatically comes in. There are great tools to use and integrate to make training more vivid and interactive. However, caution is advised! Integrating too much technology may impede the learning process, as both learners and instructors may be too concerned about dealing with the technology. Therefore, the right technology must be chosen carefully, and clear instructions to ease the handling of instructors and learners.

#7 Train your Trainers

It is important to recognize that the role of the trainer has changed. Trainers must support the learners in self-organized learning, in which the learners experience autonomy, competence and relatedness. Thus, trainers become real learning companions by providing space for learners to share their insights, experiences and questions. Therefore, organisations must work towards a shift in the mindset of the trainers and prepare them for their new role by providing train-the-trainer workshops.

Conclusion

How does one go about designing and implementing effective blended learning? This is the question at the heart of our project.

In short, any blended learning programme that wants to optimise learning retention and transfer should start by considering the learner’s motivation to attend the specific course or training, and by setting the right objective. Subsequently, the blended learning programme should be designed as a learning journey, not forgetting to incorporate some fun! Regarding the use of technology, less is more, and it should never be used at the cost of sacrificing the quality of the content. Finally, there are challenges that come with transitioning to blended learning, requiring effort in training and preparing the instructors, not just the learners.

To conclude, we must leave readers with a final piece of advice: the right way of implementing blended learning is the way that works best!

Reflections

Even though the project seemed a bit overwhelming at the beginning, we have mastered it as a team. Already at the beginning of the project, we quickly established a sense of togetherness and created a good atmosphere among ourselves. Over the course of the project, we learned how important it is to communicate transparently about everything. We have learned to coordinate ourselves and thus further developed our time management skills. We have learned to be more flexible, to prioritise tasks in order to reach the goal together. Working in a team requires relying on team members, which sometimes led to frustration. Nevertheless, because of the atmosphere in the team, we all felt psychologically safe, allowing us to communicate openly about everything. We took on the role of professional advisors and were able to put the knowledge we had acquired during our studies into practice. In doing so, we were able to demonstrate the skills we had acquired, thus showing how much we had learned and preparing us for our future professional lives.