This process enables students and their course facilitators to engage in learning activities that are convenient and effective which would otherwise not be possible under normal classroom environment (Bersin 2004 pg74). In many cases in learning experience, blending brings in more student experience and output, it also facilitates efficient teaching and better management of course contents. The development in technology has provided opportunities for lecturers to design and deliver their course content in a Chunnel that enhances effectiveness of a teacher’s role to his students. Blended learning has enabled broadening of space and opportunities for learning, effective supports course management, it can deliver information and recourses to students promptly and effectively, through collaboration and interactive learning students are able to motivate each other.
Blended learning is not just about technology, it is about being creative in finding better ways of supporting learners in achieving their goals. It should also aim as far as possible to provide students with the best learning experience while in school. Blended learning should also address fully support of teachers role to students these includes management and administration of learning materials and resources. The blended learning module will vary with student characteristic, level of study, discipline, needs, academics approach to learning, course learning objectives as well as experience in using technology.
Blended learning spans a range of activities between face-to-face interaction and those that are completely online. This learning strategy has three modes of operation to demonstrate the level of use of technology in learning and teaching environment. The first mode indicates that technology is used to improve course management and learning materials for learners support. For