Face-to-Face Activities in Blended Learning: New Opportunities in the Classroom?

Research output: Contribution to conferencePaperResearchpeer-review


While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications that this has for the role of teachers and students. Our findings suggest that that there are ample opportunities for research to explore existing and design new face-to-face activities that complement online activities in blended learning. We suggest that future research on blended learning should have a more balanced focus on online and face-to-face activities to support teachers and higher education institutions’ transition into blended learning.
Original languageEnglish
Publication date2017
Number of pages36
Publication statusPublished - 2017
Event77th Annual meeting of the Academy of Management: At the Interface - Georgia, Atlanta, United States
Duration: 4 Aug 20178 Aug 2017
Conference number: 77


Conference77th Annual meeting of the Academy of Management
Country/TerritoryUnited States
Internet address


  • Blended learning
  • Face-to-face

Cite this