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Finding a Balance in Dimensions of Blended Learning

, International Institute for Geo-Information Science and Earth Observation, Netherlands ; , VSO Nederland, Netherlands ; , Eindhoven University of Technology, Netherlands ; , Delft University of Technology, Netherlands

International Journal on E-Learning Volume 7, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


This article is a formative evaluation of a course in which a blended learning environment was created and a good balance in dimensions of blended learning was sought. Blended learning is defined as the total mix of pedagogical methods, using a combination of different learning strategies, both with and without the use of technology. The evaluation is based on a model of blended learning that has four dimensions: structured/unstructured, individual/group, face-to-face/at-a-distance, and self/teacher directed. These dimensions are used for the evaluation of a module entitled Society and Technology that is taught at Delft University of Technology. We describe how the module evolved in terms of these four dimensions of blended learning. We then use this case as the basis for a discussion about an effective balance in blended learning and further research in this field.


Verkroost, M.J., Meijerink, L., Lintsen, H. & Veen, W. (2008). Finding a Balance in Dimensions of Blended Learning. International Journal on E-Learning, 7(3), 499-522. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .


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Cited By

  1. Blended learning in higher education: Three different design approaches

    Ali Alammary, Judy Sheard & Angela Carbone, Monash University

    Australasian Journal of Educational Technology Vol. 30, No. 4 (Sep 10, 2014)

  2. Blended Learning: An Asian Perspective

    Raymond Tham, University of Newcastle, Australia; Lesley Tham, Stirling University, UK, Singapore

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 684–691

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