The COVID-19 pandemic has accelerated technology use in professional education. Blended learning, which combines traditional teaching with online tools for enhanced learning, has gained prominence for its ability to enrich the learning experience. RAND Europe and King's College London conducted a study on blended learning in the context of Joint Professional Military Education, aiming to uncover current practices and assess its implications.

Blended learning in joint professional military education

Lucia Retter, Mattias Eken, Ondrej Palicka, Huw Davies

ResearchPublished Nov 20, 2024

The COVID-19 pandemic has accelerated the integration of technology and online learning into professional education programmes worldwide, including within Joint Professional Military Education (JPME) environments. This shift towards blended learning, which combines traditional face-to-face instruction with online delivery methods, has gained traction due to its adaptability and efficient use of resources. Blended learning incorporates a variety of online tools, such as videos, discussion forums and assessments, to enhance learning through both synchronous and asynchronous approaches.

To explore the implementation and implications of blended learning in professional education, a research study was conducted by RAND Europe and King's College London, focusing on the Command and Staff Academic Provision at the UK Defence Academy. The study employed a mixed-methods approach, including literature reviews, focus groups with ASCS students and consultations with external experts. The research aimed to identify current practices, opportunities, challenges and potential impacts of blended learning in the context of UK JPME.

The findings from this study shed light on the benefits and obstacles associated with blended learning approaches, providing valuable insights for enhancing professional military education programmes through the integration of online and face-to-face instructional methods.

Key Findings

  • Blended learning in JPME offers key advantages such as flexibility and accessibility, broadening audience reach, and enhancing learning outcomes.
  • On the flip side, obstacles of blended learning in JPME encompass diminished face-to-face engagement, limited dedicated resources, dependence on technology and connectivity, and implications for workload and evaluation.

Recommendations

The research team pinpointed three potential models for blended learning courses that could be applicable to UK JPME:

  • Integrating residential and online components
  • Incorporating combined modules
  • Maximising technology-driven learning opportunities.

To successfully implement blended learning in a JPME setting, certain prerequisites are essential:

  • Clearly defined rationale and objectives
  • Intentional instructional design
  • Peer collaboration and learning
  • Consideration of individual learning preferences
  • Adequate preparation and time allocation.

Topics

Document Details

  • Copyright: RAND Corporation and King's College London
  • Publisher: RAND Corporation
  • Availability: Web-Only
  • Year: 2024
  • Pages: 11
  • DOI: https://doi.org/10.7249/RRA3491-1
  • Document Number: RR-A3491-1

Citation

RAND Style Manual

Retter, Lucia, Mattias Eken, Ondrej Palicka, and Huw Davies, Blended learning in joint professional military education, RAND Corporation, RR-A3491-1, 2024. As of April 8, 2025: https://www.rand.org/pubs/research_reports/RRA3491-1.html

Chicago Manual of Style

Retter, Lucia, Mattias Eken, Ondrej Palicka, and Huw Davies, Blended learning in joint professional military education. Santa Monica, CA: RAND Corporation, 2024. https://www.rand.org/pubs/research_reports/RRA3491-1.html.
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The research described in this report was prepared for UK Defence Academy and King's College London and conducted by the RAND Europe.

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