Motivation

Blended Learning is often used as a buzz word with vague and varying meanings. It has often been described as a way to get the best out of the two worlds, [more]benefiting from the advantages of technology enhanced learning while compensating for its disadvantages through additional in-class sessions (Bonk & Graham, 2006; Rosenberg, 2001). Originating in the corporate training sector the term referred to the provision or use of resources which combine e-Learning with more traditional educational resources (Driscoll, 2002).

Research suggests that blended learning can significantly improve learning satisfaction, increase accessibility and participation (Daniel, Matheos & McCalla, 2004). It has the potential to alleviate a number of issues that arise in SMEs. As customized in-house solutions that are used by global players (e.g., corporate LCMS or learning portal, content tailored to specific needs of company) are usually not feasible, SME rely on what training providers offer, i.e., instructor led training. However, little work has been done to guide instructors and learners in finding the best mix of learning resources.

Goals

• Identify the specific needs of SMEs for training provision
• Explore existing evidence for successful mixes
• Consolidate the knowledge into guidelines for providing and selecting learning resources
• Assess the state-of-the-art of Blended-Learning in SMEs
• Identify research gaps and opportunities

We anticipate that the state-of-the-art will take the form of best-practice reports, guidelines and heuristics. This will serve as important input for practitioners such as training providers and course designers. At the same time we also anticipate that the synopsis of evidence will identify a major lack of convincing concepts and data for Blended Learning in SME that will inform and encourage further research.