The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning.
An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design.
Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners.
New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy.
The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging.
Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.
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