From Blurred Learning to Optimal Blended Learning–Finding the Right Balance Between Structure and Flexibility in Mixed Designs

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.