Blended Learning: Rethinking Organizational Models for Whole-Program Design

Blended learning in higher education has been widely discussed at the level of individual courses, whereas fewer contributions have examined its implications for entire degree programs. When blended learning is adopted across an entire program, the focus shifts beyond the design of single teaching units. It brings into view broader organizational issues, such as the coordination of teaching formats, the distribution of student workload, and the alignment of educational provision with the needs of specific student populations. This contribution examines blended learning from a program-level perspective, focusing on both the opportunities and challenges of developing organizational models that are coherent, sustainable, and responsive to learners’ profiles. Particular attention is paid to calibrating student workload in relation to spatial and temporal constraints, especially in contexts where flexibility and accessibility are essential conditions for participation. Within this framework, several organizational models are presented and discussed as possible responses to different educational needs and institutional settings. The paper then turns to a specific Master’s degree program, using concrete examples to show how program-level choices can shape the overall learning experience. By shifting the focus from the individual course to the program as a whole, the contribution highlights the relevance of blended learning not only as a teaching approach but also as an organizational and pedagogical strategy for higher education program design.