Blended learning: overview and recommendations for successful implementation Paul Harris, John Connolly and Luke Feeney Abstract Purpose ��� The purpose of this paper is to identify key themes within the blended learning literature and to develop a series of practical recommendations to facilitate the successful adaptation and implementation of a ������blended approach to learning delivery������. Design/methodology/approach ��� The literature was reviewed and informed a series of recommendations for organisations considering adopting or implementing blended approaches to teaching and training. Findings ��� Several key themes centering on the importance of evaluation, skills training, pedagogy, human factors, technology and implementation were identified. The emerging themes informed a series of practical recommendations to assist organisations considering blended learning approaches. Findings highlight the current limitations in the evidence base. Practical implications ��� The identified key themes and practical recommendations provide a useful assist to organisations considering adopting and implementing blended approaches to teaching and training. Originality/value ��� The paper highlights key areas for development in the blended learning literature and at the organisational level. Keywords Learning, Teaching, Curriculum development, Educational innovation, Learning methods, E-learning Paper type General review 1. Introduction Embedding e-learning approaches in higher education has been designated a key priority (Department of Education and Skills, 2003 HEFCE, 2005a) with recent implications for programmes and policy suggesting that a blended approach is the ������preferred approach������ (Childs et al., 2005, p. 30). In line with this: . . . the current focus on learning technology in traditional universities indicates the significance of blended learning research for both society and economy (Derntl and Motschnig-Pitrik, 2005, p. 112). Many of the advantages and disadvantages of blended learning are well established its potential to support and enhance meaningful educational experiences (Garrison and Kanuka, 2004) as well as to provide a cost- and resource-effective methodology (Twigg, 2003) has made it particularly appealing to a variety of organisations and institutions. It remains to be seen which components of a blended learning approach are more appropriate and in what context. Blended learning design and implementation are heavily context-dependent, and generalization can be challenging. Consequently, it was deemed important to review the available literature with a view to adopting guidance and recommendations based on relevance to our organisation. DOI 10.1108/00197850910950961 VOL. 41 NO. 3 2009, pp. 155-163, Q Emerald Group Publishing Limited, ISSN 0019-7858 j INDUSTRIAL AND COMMERCIAL TRAINING j PAGE 155 Paul Harris, John Connolly and Luke Feeney all work at the Institute of Leadership and Healthcare Management, Royal College of Surgeons in Ireland. This article represents the beginning stages of an evaluative study assessing the development and implementation of a blended learning approach to teaching and training at the authors��� organisation. The authors hope to submit findings on the outcomes of this process in the future.

1.1 Context: the case for blended learning Increasingly, many organisations are considering a blended approach to learning, often prompted by the recognition that: B The uptake and effectiveness of current learning delivery systems may be limited by their rigidity. B The broad geographic spread and commitments of learners may necessitate greater access and flexibility. B Blended learning may offer a more flexible and responsive way to learn and work. As organisations expand, an integrated, strategic, best practice approach to learning delivery is required to ensure that all clients and staff are supported effectively irrespective of role or geographic location. For many organisations it may be appropriate to underpin such development and expansion with a flexible, adaptive and transferable delivery system. 1.2 Aims and definition The purpose of this paper is to identify key themes within the blended learning literature and to develop a series of practical recommendations to facilitate the successful adaptation and implementation of a blended approach to learning delivery. For the purposes of this review we adopted a comprehensive yet specific working definition used by Bliuc et al. (2007) in their recent review of the literature: Blended learning describes learning activities that involve a systematic combination of co-present (face-to-face) interactions and technologically-mediated interactions between students, teachers and learning resources. 2. Methodology A literature search was conducted using several large databases (EBSCOhost Emerald, ProQuest, ScienceDirect) to gather and review relevant articles. Two researchers conducted the same search to promote consistency of approach. Over 2,000 articles were retrieved (top level search terms ������blended������ and ������learning������) and this was subsequently reduced to 97 following the application of several limiters (English language abstracts only search from 1997-present peer-reviewed journal articles). Abstracts were also assessed on the basis of: B academic relevance i.e. higher-level educational context B evaluative studies i.e. objective evaluation and/or comparison of outcomes, interventions, approaches, models. Following a review of abstracts, 66 were selected for review of which 31 were available without purchase ��� there was insufficient project time and resources to purchase and review the remaining articles. The retrieved articles were divided between the researchers and reviewed using a data extraction and rating template. Following review and rating, the researchers discussed findings and analysed for common and key themes which then formed the structure of the ������Findings and recommendations������ section below. 3. Findings and recommendations Our findings highlight some serious limitations in the quality of the current evidence base. However, the literature is useful in facilitating a series of recommendations and quality assurance steps for organisations at the early stage of adopting a blended approach to learning. It is particularly useful in identifying and discussing: B The necessary circumstances for successful implementation. B The potential risks that may inhibit successful development and implementation. PAGE 156 j INDUSTRIAL AND COMMERCIAL TRAINING j VOL. 41 NO. 3 2009