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The simplest definition of the term blended learning is the use of traditional classroom teaching methods together with the use of online learning for the same students studying the same content in the same course. It is a �thoughtful fusion of face-to-face and online learning experiences� (Garrison & Vaughan, 2008). There are also blended programmes, in which students study some courses in face-to-face classrooms and other courses are delivered fully online. In other words, blended learning is a term applied to the practice of providing instruction and learning experiences through some combination of both face-to-face and technology-mediated learning. During the technology-mediated components of these learning experiences, students are not required to be physically together in one place but may be connected digitally through online communities. Classroom instruction time may be replaced or augmented by online learning experiences, and online learning can include varying degrees of interaction or just time alone in independent study and learning activities. However, in a quality blended learning experience, the content and activities of both in-person and online learning are integrated with one another and work toward the same learning outcomes with the same content. The various learning experiences are synthesised, complement each other, and are planned or orchestrated to run in parallel. Blended learning is sometimes called hybrid or mixed-mode learning. These systems of instructional design use many types of teaching and learning experiences and vary in design and implementation across teachers, programmes and schools. The potential variations of mixed-mode learning are virtually endless.