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A simple definition of blended learning describes this concept as a combination of classroom-based methods and computer-mediated activities, or a mix of classroom activities and online learning, mobile access included. While everything is continuously changing, blended learning seems to be a reliable solution for current needs. Its traditional form is simply adopted in education and training domain – all the educational resources can be delivered online while the real interaction between teachers/trainers and student/trainees is in classroom. Evaluating some of the most popular e-learning platforms, proof the fact that they comply with the traditional blended learning requirements:

  • they provide individual study support (time and space independence during the learning act) according to a well-defined content structure;
  • they support classroom-based activities and enable teachers/trainers to easily analyze the students’/trainees’ progress by using advanced statistics and suggestive reports.

According to C Feher (2019), blended learning takes integrated learning up a notch, by moving a portion of instruction fully online. Even if the interactive learning technology has its limitations, it certainly represents the future in education and training while it can assure the flexibility needed in learning processes, as well as the expected availability of advanced services. Actually, blended learning represents the only solution for temporary school closures [1].

Thus, blended learning technologies surpass the barriers of real classroom and enables the instructors and students to continuously consolidate soft skills and knowledge building. D Frezzo (2017) endorsed the Prof. R K Sawyer’s approach regarding the adoption of technology in education for providing experiences that lead to deep learning. He proposed a complex classroom infrastructure that includes wireless technologies, remotely accessible switches and routers, and collaboration tools to create an “intelligent” environment for the invention of real-world Internet of Things (IoT) products, services, and experiences by students. Students learn collaboratively, test out and redesign models, and articulate their knowledge both visually and verbally [2].

Nowadays, the way from academia to professional work environment should be fast due to short period the graduates get integrated within the real teams. Orza (2018) presents an innovative cloud computing approach and its implementation within HyperTraining, collaborative learning framework for career development and internship programmes. This article also illustrates how a blended learning solution increases the performance in special education and training programmes, as well as the manner the private companies can help universities and colleges to remotely manage the internship initiatives. [3]

Instead of conclusion, we mention five challenges to be considered for 2019:

  • Expansion of blended learning, from secondary school to lifelong learning programmes
  • Growth of integrated learning and board adoption of integrated learning solutions
  • Flexibility in teaching methods and assignments, as well as understanding the student progress
  • Increase in using immersive technologies
  • Getting students ready for the real world


[1] Christine Feher (2019), “10 K12 education trends to look for this year”, https://www.eschoolnews.com/2019/02/06/10-k12-education-trends-this-year/?all

[2] Dennis Frezzo (2017), “The role of technology in the education of the future”, https://www.weforum.org/agenda/2017/05/science-of-learning/

[3] Bogdan Orza & comp (2018), “Virtual laboratory and classware concepts in internship programmes”, IEEE Xplore: 06 August 2018, DOI: 10.1109/ITHET.2018.8424807, https://ieeexplore.ieee.org/document/8424807