Blended Learning has existed for many years, and while it has gradually been gaining a measure of impetus in third-level programmes, it has traditionally been used as a cost-effective way to deliver part-time courses to adult learners. Delivered at times that are usually considered outside of core teaching hours (evening classes and weekend workshops), blended-learning programmes have often been delivered by part-time staff or research students rather than being embraced by the permanent lecturers.

With the onset of the Covid-19 pandemic, several programmes were redesigned to adopt a blend of online and on-campus teaching. While not officially defined as blended-learning programmes, this mode of learning has been incorporated across the teaching spectrum by lecturers who, in some cases, have little to no knowledge or experience of it. This has brought several challenges not only to teachers, but also to students who very often may not be as tech-savvy as they claim to be.

These challenges notwithstanding, it is important to consider this online migration, not as a stopgap process, engendered out of necessity, but rather as an importunity to embrace certain approaches that may have previously seemed daunting. The advantages of blended or online learning that teachers have been using this academic year must not be abandoned when no longer needed, but rather incorporated into teaching programmes as integral components of a more holistic learning experience.

This article provides a brief overview of how some more mainstream programmes adapted their content to cater to a new learning environment. The blended-learning tools and functionalities incorporated into this teaching will be examined, firstly in how they formed an integral part of blended-learning modules and how they have been adjusted to target a fulltime student audience. Finally, and perhaps most crucially, as we move to a post-Covid environment, suggestions are made regarding how certain aspects of blended learning can be retained when returning to a ‘normal’ classroom.

混合式学习已经存在多年，虽然它在三级课程中逐渐获得了一定程度的推动，但它传统上一直被用作向成人学习者提供非全日制课程的一种具有成本效益的方式。在通常被认为是在核心教学时间（晚间课程和周末研讨会）之外的时间提供，混合学习计划通常由兼职人员或研究生提供，而不是由固定讲师接受。

随着 Covid-19 大流行的开始，一些课程被重新设计，以采用在线和校园教学相结合的方式。虽然没有正式定义为混合学习计划，但这种学习模式已被讲师纳入整个教学范围，在某些情况下，他们对此几乎没有知识或经验。这不仅给教师带来了一些挑战，也给那些通常可能不像他们声称的那样精通技术的学生带来了挑战。

尽管存在这些挑战，但重要的是要考虑这种在线迁移，而不是将这种在线迁移视为出于必要而产生的权宜之计，而是将其视为采用某些以前可能令人生畏的方法的重要手段。教师在不再需要时不能放弃本学年一直使用的混合或在线学习的优势，而是将其作为更全面的学习体验的组成部分纳入教学计划。

本文简要概述了一些更主流的程序如何调整其内容以适应新的学习环境。将检查纳入本教学的混合学习工具和功能，首先是它们如何形成混合学习模块的一个组成部分，以及如何调整它们以针对全日制学生受众。最后，也许最重要的是，当我们进入后 Covid 环境时，就如何在返回“正常”课堂时保留混合学习的某些方面提出了建议。