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The purpose of this paper is to identify and analyze the challenges of public legitimation faced by faith-based organizations (FBOs) today. The paper addresses a new approach to studying legitimation as a public and communicative process.

FBOs ' public legitimation problems are discussed on the basis of a systematic literature review and the problematization method.

The paper presents a novel typology of FBOs ' public legitimation problems, which are divided into the four categories of mission, brand and reputation, public relations and trust. It is suggested that research on FBOs and their legitimation should apply and develop the communication approach.

The paper addresses a current gap in legitimation research by reviewing the literature on public legitimation and the legitimation problems faced by FBOs. It identifies the communication approach as a significant perspective for future studies of FBO public legitimation.

The purpose of this paper is to describe the conditions that give rise to and support self‐organizing learning and creativity in blended learning environments. Particular attention is given to theoretical and practical suggestions and the roles of on‐ and offline working environments.

Iterative grounded theory methodology is used to provide a case analysis of a course held at the University of Helsinki in 2010 in conjunction with theoretical discussions.

Practical advice is provided for organizers of blended learning courses and a theoretical model for self‐organizing in blended learning settings is proposed. Three key considerations of self‐organizing – space, knowledge, and agency –were located and each of them is discussed with a focus on practical recommendations.

More research is needed, especially in a “classroom” context, in order to further clarify the links of different on‐ and offline learning environments and to reach a better understanding of the interplay between them.

The approach presented here can be useful for implementing web‐based blended learning methods in universities and other educational organizations.

Technology‐ and teacher‐oriented views of learning are not successful in the context of blended learning. Conditions for self‐organizing and creativity are needed.