By Dr Bi Xiaofang and Dr Helen Bound

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This research note provides a specific example of design of blended learning that leads to limited opportunities for learners’ sense-making and an example that affords many opportunities for learners’ sense-making. Opportunities for learners’ sense-making in blended learning is critical in enabling learners to put their knowledge to work (applying theory to practice), and in the process, building capability in meeting unexpected challenges and to keep learning beyond a course.