A Didactical Framework for the Design of Blended Learning Arrangements

Abstract

Blended learning arrangements combine technology based learning with face-to-face learning and have become quite popular in different contexts. However, models for their didactical design that are based on theoretical concepts are still missing. The article presents a general framework that describes didactical design decisions regarding the elements of a blended learning arrangement (content, communication, construction) and the choice of the delivery system. Special emphasis is placed on the cost that is associated with different communication scenarios for the learner and must influence design decisions.