BLENDED (and bichronous)
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RECEIVE A CALL TO DISCOVER MORE
“In the future we will not speak of ‘blended’ education anymore, we will only talk of good education – and it will naturally involve a thoughtful integration of ‘face to face’ and online learning and teaching.”
From an interview (2021) by Tikvah Breimer with Wiebe Dijkstra, Coordinator Blended Learning Developers at TU/Delft. Collaborated on two Erasmus+ Programmes on Blended Higher Education (EMBED (2017-2020) and DigitelPro (2022). EMBED+ was launched recently (2025), you can find more information on the EMBED+ Newspage.
“I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the [StudioBlended] workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers.”
One of the senior teachers participating in our workshop ‘Blended: reenvisioning face to face time’. See under ‘Client portfolio’
“As online learning becomes a more common model for higher education courses, institutions and instructors should investigate the benefits of including both synchronous and asynchronous elements in online learning to maximize the benefits of both these environments.”
Martin, Polly, Ritzhaupt 2020. From: definition of Online education, pedagogical approaches, DigitelPro University Oberta Catalunya (UOC). Erasmus+ Program DigitelPro.
Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com +31 6 42 47 29 69
‘Blended’ is characterised by the thoughtful integration of physical/analogue with remote/online teaching and learning. Blended is used across universities, and also in Erasmus exchange programs (so called Blended Intensive Programs).
As a Studio we transition away from a traditional conceptualisation of the ‘face to face’ time involved, and reimagine ‘face to face’ as premium time for learning and teaching, supported and enriched by the presence of online platforms. This resonates with aspirations to make face to face time, truly transformational for the student (see i.e. Ferro 2025).
‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way.
There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.
Rather than a dichotomy, either face to face or remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.
Find an overview of essential parameters for the online course. Have a look also at our design journey, to find out more about our approach to blended course design.
‘Bichronous’ is characterised by the thoughtful integration of asynchronous (remote/online, self-paced) and synchronous (real time) teaching and learning.
Each bichronous course/training has a unique design. Typically, learners can participate anytime, anywhere in learning during the asynchronous parts of the course, but then participate in real-time activities for the synchronous sessions.
Implementation offers limitless design possibilities. It is also necessary to re-design the material. Before you dive into development, it is a good idea to ask what is valid and strategic for your unique context.
Mere integration of activities in itself will not achieve effective and resilient curriculum design. Bichronous curriculum design (just like blended) needs a robust technical framework, and must be synthesised with all the other design angles you find below. Even more than with ‘blended’ learning, ‘bichronous’ forces you to rethink and reenvision technology, in particular learning platforms and communication.
Find an overview of essential parameters for the online course. Have a look also at our design journey, to find out more about our approach to blended course design.
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Prefer to read? Looking for resources? Transcript
Listen on: Acast Spotify Apple
Release Dec 21 ‘22
Where to begin, to design with a blended approach?
This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity.
Related media mentions
The paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021.
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Breimer, Tikvah, Browne, Nigel & Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe.
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Big ideas
Paradigm shifts/decade strong
Simplicity and decluttering
Human resilience
Modular
Innovative and deep pedagogy
Assesment / evaluation
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Multi- Inter- and transdisciplinary
Flexibilisation and personalisation
Blended
Ferro, M.R., (2025) ‘Are we killing Erasmus to Save Money?’ Blogpost. Available: https://www.linkedin.com/pulse/we-killing-erasmus-save-money-magda-resende-ferro-6ryuf/?trackingId=Z4jQOYOcZwtumL0Tzgp%2F3A%3D%3D (Accessed: October 27, 2025).
Buhl-Wiggers, J., Kjærgaard, A., and Munk, K. (2022). ‘How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education’. Studies in Higher Education, pp. 1-23. Available: https://www.tandfonline.com/doi/full/10.1080/03075079.2022.2123911 (Accessed: October 27, 2025).
Bennetot Pruvot, E. and Kupriyanova, V. (2022) ‘Universities, the energy crisis and the cost-cutting trap’ University World News, 10 December. Available: https://www.universityworldnews.com/post.php?story=2022120910131842 (Accessed: October 27, 2025).
Surf (2023) ‘Future Campus trend report: A look at the Future of the Campus in 2040’. Available: https://www.surf.nl/files/2023-06/surf_trendrapport-future-campus_web_nl.pdf (Accessed: October 27, 2025).
Surf (2023). ‘The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.’ Available: https://communities.surf.nl/files/Artikel/download/E-book%20The%20science%20behind%20blended%20learning%202024-gc.pdf (Accessed: October 27, 2025).
Zhao, N., Zhang, X., Noah, J.A., Tiede, M. and Hirsch, J. (2023) ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: pp. 1-17. Available: https://direct.mit.edu/imag/article/doi/10.1162/imag_a_00027/117875/Separable-Processes-for-Live-In-Person-and-Live (Accessed: October 27, 2025).
Resilient education that stands the test of time - by design.
As a Studio we transition away from a traditional conceptualisation of the ‘face to face’ time involved, and reimagine ‘face to face’ as premium time for learning and teaching, supported and enriched by the presence of online platforms. This resonates with aspirations to make face to face time, truly transformational for the student (see i.e. Ferro 2025).
‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way.
There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.
Rather than a dichotomy, either face to face or remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.
Find an overview of essential parameters for the online course. Have a look also at our design journey, to find out more about our approach to blended course design.
‘Bichronous’ is characterised by the thoughtful integration of asynchronous (remote/online, self-paced) and synchronous (real time) teaching and learning.
Each bichronous course/training has a unique design. Typically, learners can participate anytime, anywhere in learning during the asynchronous parts of the course, but then participate in real-time activities for the synchronous sessions.
Implementation offers limitless design possibilities. It is also necessary to re-design the material. Before you dive into development, it is a good idea to ask what is valid and strategic for your unique context.
Mere integration of activities in itself will not achieve effective and resilient curriculum design. Bichronous curriculum design (just like blended) needs a robust technical framework, and must be synthesised with all the other design angles you find below. Even more than with ‘blended’ learning, ‘bichronous’ forces you to rethink and reenvision technology, in particular learning platforms and communication.
Find an overview of essential parameters for the online course. Have a look also at our design journey, to find out more about our approach to blended course design.
Our Audio Podcast
Prefer to read? Looking for resources? Transcript
Listen on: Acast Spotify Apple
Release Dec 21 ‘22
Where to begin, to design with a blended approach?
This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity.
Related media mentions
The paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021.
Breimer, Tikvah, Browne, Nigel & Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe.
More design angles we use
Technical resilienceBig ideas
Paradigm shifts/decade strong
Simplicity and decluttering
Human resilience
Modular
Innovative and deep pedagogy
Assesment / evaluation
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Multi- Inter- and transdisciplinary
Flexibilisation and personalisation
Blended
References
Den Heijer, A.C. (2021). Campus of the future: Managing a matter of solid, liquid and gas. Technical University Delft (TU/D) Research. Available: https://research.tudelft.nl/en/publications/campus-of-the-future-managing-a-matter-of-solid-liquid-and-gas (Accessed: October 27, 2025).Ferro, M.R., (2025) ‘Are we killing Erasmus to Save Money?’ Blogpost. Available: https://www.linkedin.com/pulse/we-killing-erasmus-save-money-magda-resende-ferro-6ryuf/?trackingId=Z4jQOYOcZwtumL0Tzgp%2F3A%3D%3D (Accessed: October 27, 2025).
Buhl-Wiggers, J., Kjærgaard, A., and Munk, K. (2022). ‘How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education’. Studies in Higher Education, pp. 1-23. Available: https://www.tandfonline.com/doi/full/10.1080/03075079.2022.2123911 (Accessed: October 27, 2025).
Bennetot Pruvot, E. and Kupriyanova, V. (2022) ‘Universities, the energy crisis and the cost-cutting trap’ University World News, 10 December. Available: https://www.universityworldnews.com/post.php?story=2022120910131842 (Accessed: October 27, 2025).
Surf (2023) ‘Future Campus trend report: A look at the Future of the Campus in 2040’. Available: https://www.surf.nl/files/2023-06/surf_trendrapport-future-campus_web_nl.pdf (Accessed: October 27, 2025).
Surf (2023). ‘The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.’ Available: https://communities.surf.nl/files/Artikel/download/E-book%20The%20science%20behind%20blended%20learning%202024-gc.pdf (Accessed: October 27, 2025).
Zhao, N., Zhang, X., Noah, J.A., Tiede, M. and Hirsch, J. (2023) ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: pp. 1-17. Available: https://direct.mit.edu/imag/article/doi/10.1162/imag_a_00027/117875/Separable-Processes-for-Live-In-Person-and-Live (Accessed: October 27, 2025).
Resilient education that stands the test of time - by design.
Prefer to have direct contact?
Feel free to contact us directly
Tikvah Breimer (MSc MAEd MSc)
Independent senior advisor, teacher trainer, director.
tikvah@studioblended.com
+31 6 42 47 29 69
STUDIOBLENDED Non Profit Foundation
Registration Chamber of Commerce
KvK-number 86242598 (Dutch)
VAT identification number
NL 86 39 07 29 5 B01
Bankaccount
NL40 INGB 0709 6156 04
SWIFT/BIC: INGBNL2A
StudioBlended Foundation
Feel free to contact us directly
Tikvah Breimer (MSc MAEd MSc)
Independent senior advisor, teacher trainer, director.
tikvah@studioblended.com
+31 6 42 47 29 69
RECEIVE A CALL TO DISCOVER MORE
STUDIOBLENDED Non Profit Foundation
Registration Chamber of Commerce
KvK-number 86242598 (Dutch)
VAT identification number
NL 86 39 07 29 5 B01
Bankaccount
NL40 INGB 0709 6156 04
SWIFT/BIC: INGBNL2A
StudioBlended Foundation
