Blended learning is generally well received by participants, with participants strongly preferring a program structure which is well organized and asynchronous by design. Participants are more successful when they are able to learn at their own pace. Technology consideration must include accessibility from a variety of devices, with a focus on a platform which encourages interactivity between participants and instructors. 

A variety of learning tools and supports should be included, however, short videos, followed by an activity to reinforce learning (e.g. quiz, matching game), have been found to be most effective. Different activities are necessary to address student learning styles, however interactive, small group activities, specifically problem-based, have been found to be most effective. Course materials should be accessed by participants in advance of courses, and remain accessible afterwards. 

While individual studies vary, there was no significant difference in performance between participants learning online compared to Face to Face. Online programs are generally preferred when they are well organized and presented.

The impact to the participant is crucial to understand when designing a Blended Learning program. As adult learners, the Participant Attributes will affect the way the participant learns. Andragogical principles and literature must be considered, for example, the expectation of personalized feedback. Participants who are stronger academically and have higher self-efficacy will be more successful with online learning. 

In terms of Achievements in Learning, participants will have stronger results when the program is conducive to their learning style, and when they are placed at the center of the learning process through interaction and reflection. The Social aspect of online learning has been found to be essential in creating a quality learning experience. Participants also learn significantly more through these interactions, and are even more likely to engage in a program when there is a connection to a social community. 

Team-Based Learning was found to overwhelmingly be preferred by participants, and is considered to be most effective in knowledge transmission. Finally, participant Participation is significantly impacted by the participant’s view of the activity; if the participant views it positively, they are more likely to engage, and engage repeatedly in similar type of activities, when given the choice.

While the literature discussing the concept of an inclusive learning environment in Blended Learning is still limited, recent publications have provided insight, which should be considered when creating programs. 

Some gender differences have been found, showing that females are often more successful than males in Blended Learning programs. Specifically, all female groups in Team-Based Learning have been the most successful, compared to mixed gender or all male groups. Males are typically stronger with technology and media, with females struggling to keep attention on media, however females were better able to employ strategies to keep focus. 

Participants with different cultural differences may be unintentionally discriminated against in programs. Some cultures discourage engagement in learning on participation on specific day or times, while how a student interacts in a class may be impacted by their cultural background (e.g. it may be considered rude to ask questions, females should not speak). Cultural background may dictate in part learning styles and preferences. 

Socio-economic factors continue to challenge participation in learning due to the digital divide, a social problem that refers to the technology gap between families who do not have the same access to technology or internet. Finally, age factors play a role, with older learners preferring problem-solving approach to learning, and their learning preferences deepening with age.

Instructors in online education are viewed more as managers, rather than teachers, with students valuing an online instructor’s organizations, compared to valuing a Face to Face instructor’s knowledge. Instructors play different Roles in an online environment, spending less time teaching and more time facilitating discussions. 

The instructor’s self-efficacy and attitude play a major role in their success, as it has been found that instructors must have a strong sense of readiness before delivering online, and must think of online delivery in a positive light. Instructor’s must be onboarded properly, and receive continuous support through training and development, where the focus must be on andragogical principals, and the process of teaching online, rather than just technology. Instructors are also more successful if they are involved in the program development. 

Further, instructors must connect with one another to build their skills and feel confident. The instructor’s impact on the students in course delivery online was more effective when multiple types of instructor presence were demonstrated (e.g., asking a question, complimenting a participant). Timely feedback was seen as crucial, and the instructor’s support was seen as a critical element in ensuring the participant was able to complete the tasks.

When considering including online delivery to a Face to Face program, creating a Blended Learning situation, there are many aspects to consider. Benefits to this format include a program that is more accessible to participants, since fewer hours in the classroom can meet the needs of participants with family or work obligations, or those who are challenged to participate due to geography. Typically, Blended Learning program are more cost effective, making them more accessible to those with financial constraints. Blended Learning is also more appealing to students with disabilities or academic limitations.

Drawbacks of Blended Learning include the standard challenges around Face to Face delivery, in terms of accessibility and cost. The online component is challenged by both instructors and participants who are not comfortable with the online environment, either due to perceived communication limitations or technology challenges, including access to technology or comfort in using devices or programs. The additional preparation required for online classes, as well as the self-regulation required for successful participation by both participants and instructors is an additional challenge to be addressed when considering a Blended Learning model.

Blended Learning (BL), online and Face to Face (F2F) delivery were found to have characteristics and strategies that enable a student or coach to be successful in the education delivery model. Below is a summary of the findings from the report:

• Online and F2F learning produce similar results in participants. Blended learning is well received and considered an effective approach to learning.
• Videos related to course content, or of a lecture, were a preferred learning modality. Videos should be short and followed by an activity to confirm the participant has understood the content (e.g., quiz, matching activity).
• The importance of collaboration and connection with participants and instructors, each to feel confident and successful in their roles. Discussion boards were one of the most popular systems for this to take place.
• Asynchronous learning, which allows the participant to pace their own learning, is preferred by participants, so they can control their own pace of learning, however there must be structure to the learning experience.
• A variety of activities should be included in online learning to respect a variety of learning styles of the participants. These activities must be in line with andragogical principles, specific to online learning.
• While there are inconclusive findings about gender and BL or online learning, cultural differences must be considered when creating or managing programs.
• Onboarding and ongoing professional development is crucial for the confidence and performance of online instructors. This training must focus on andragogical theory, but also technology and online learning platforms.