In conclusion, Gedik et al. concluded that the design and implementation of a blended learning environment enabled the instructor to arouse student interest, to manage time and activities with much flexibility, to save time for course activities, to track progress more effectively, and to engage with students more collaboratively (Gedik et al., 2013). In addition, the study revealed that the management of the course involving workload, overlap and creating harmony between the two environments were a bit of a challenge (Gedik et al., 2013).
Finally, the design issues that were critical to using a blended learning environment included context, pedagogical framework, instructor competency, and technical issues (Gedik et al., 2013).