Sustainable blended teaching practices: lessons learned from instructor perspectives

Pavani Vemuri, Stephan Poelmans, Veerle van Rompaey, Yi Shan Tsai, Mark Brown, Dragan Gasevic

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


The higher education (HE) sector has undergone drastic changes due to the preventive measures needed to cope with the Covid-19 pandemic since March 2020. As a result, most traditional classroom teaching had to move to synchronous or asynchronous online instruction. In the post-Covid-19 era, institutions will, at least partially, go back to teaching in person, and blended teaching (BT) practices will conceivably become the true norm. Although BT practices have been employed and researched extensively over the past two decades, a deeper or more extensive blending of courses will still be a major switch for many teachers and students. More than ever, it is vital for instructors not just to understand how to blend but also to understand the evolution of BT practices and the choices made to arrive at sustainable practices that positively impact the learning experience. In this article, the authors aim to elaborate on the contexts which stimulate or provide a catalyst for the use and subsequent growth of sustainable BT practices in HE. A mixed approach of inductive and deductive thematic analysis is used to analyze 26 interviews of instructors, considered either as pioneers or experienced BT adopters in six HE institutions across Europe (Belgium, Denmark, Finland, Ireland, Netherlands, UK). This preliminary analysis revealed that the identified over-arching themes, the drivers and enablers that promote BT, are dynamic in nature and vary in diverse contexts. This study can give insights into BT adoption and help instructors and institutions improve planning or (re)design of courses into successful and sustainable BT practices.

Original languageEnglish
Title of host publication18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2021)
EditorsDemetrios G. Sampson, Dirk Ifenthaler, Pedro Isaías
PublisherIADIS Press
Number of pages5
ISBN (Electronic)9789898704337
Publication statusPublished - 2021
EventInternational Conference on Cognition and Exploratory Learning in Digital Age 2021 - Online, Australia
Duration: 13 Oct 202115 Oct 2021
Conference number: 18th (Proceedings)


ConferenceInternational Conference on Cognition and Exploratory Learning in Digital Age 2021
Abbreviated titleCELDA 2021
Internet address


  • Blended education
  • Blended learning
  • Blended teaching practices
  • Drivers
  • Enablers
  • Instructor perspectives

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