Blended Learning Facilitation Training Course

Duration 5 days 10 modules · 33 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Managers, Corporate Trainers and others
Fee from USD 1,100 KSh 95,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 16 Nov 2026 Course code SD-LD-245

Before you join: Participants should have experience delivering training, workshops, briefings or learning sessions in a workplace, public-sector or professional setting.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Blended learning programmes can combine classroom teaching, live virtual sessions, self-paced content, discussion forums and workplace practice, but the mix alone does not create engagement. Facilitators must make deliberate choices about interaction, pacing, inclusion, technology, feedback and follow-through. Without these choices, learners can become passive in virtual sessions, disengage from asynchronous work or struggle to connect learning activities with job performance.

This course prepares Learning and Development professionals to facilitate blended programmes that sustain participation before, during and after formal sessions. Participants examine blended learning architecture, learner analysis, Universal Design for Learning, the Community of Inquiry model, virtual classroom facilitation, asynchronous discussion, assessment, feedback and learning evaluation. They learn to select engagement methods for particular objectives, structure breakout work, moderate online discussions, manage difficult group dynamics and use learner data to improve delivery.

The course is delivered through short instructor briefings, realistic cases, group exercises, virtual facilitation simulations and structured planning. Participants work with examples drawn from corporate academies, compliance programmes, management development, public-sector capability building and technical training. They leave with a completed blended facilitation blueprint, including a learning journey map, session run sheet, engagement plan, assessment approach and technology contingency plan. Delivery is instructor-led over five days, available in classrooms in more than 50 cities or through live online delivery. Each training day runs from 08:30 to 16:30 and provides approximately 6.5 contact hours. A certificate of completion is issued.

The course is best suited to professionals responsible for delivering, coordinating or improving blended learning rather than those seeking introductory instructional design theory alone.

What you will be able to do

  • Design a blended learning journey using modality decisions and constructive alignment
  • Apply the Community of Inquiry model to build teaching, social and cognitive presence
  • Facilitate live virtual sessions using structured interaction, breakout and debrief techniques
  • Moderate asynchronous discussions using seeding, probing, weaving and summarising methods
  • Use Universal Design for Learning guidelines to improve participation and access
  • Create assessment blueprints, rubrics and feedback plans for blended programmes
  • Interpret engagement data and Kirkpatrick evidence to prioritise course improvements
  • Produce a blended facilitation blueprint with run sheets, contingencies and transfer actions

Benefits of attending

For you

  • Greater confidence facilitating mixed classroom, virtual and asynchronous learning
  • A practical method for selecting engagement techniques by learning objective
  • Stronger control of breakout discussions, chat participation and difficult group dynamics
  • Reusable tools for inclusive design, feedback and technology contingency planning
  • Evidence for a professional portfolio through a completed facilitation blueprint

For your organisation

  • More consistent learner engagement across live and self-paced programme components
  • Reduced drop-off from clearer expectations, reminders and asynchronous moderation
  • Improved transfer of learning through workplace practice and manager involvement
  • More inclusive participation through accessibility checks and varied contribution methods
  • Better programme improvement decisions using engagement and evaluation evidence

Course modules

10 modules over 5 days

Participants can structure a blended learning journey and define facilitator responsibilities across each component.

  • Blended learning architecture matched to performance outcomes, learner constraints and delivery channels
  • Community of Inquiry model: teaching, social and cognitive presence
  • Learning journey maps showing synchronous, asynchronous and workplace practice touchpoints
  • Modality decisions using task complexity, risk, collaboration and feedback requirements
  • Constructive alignment between objectives, activities, evidence and facilitation prompts
  • Facilitator responsibilities mapped before, during and after each learning event

Participants can prepare learners for accessible and purposeful participation in blended programmes.

  • Audience personas built from role, prior knowledge, access and motivation data
  • Performance-based learning objectives written with observable verbs and conditions
  • Universal Design for Learning guidelines applied to content, participation and expression
  • Cognitive load managed through chunking, signalling, worked examples and retrieval practice
  • Accessibility checks for captions, colour contrast, documents and keyboard access
  • Pre-course communications setting expectations, technology requirements and preparation tasks

Participants can build social presence, motivation and equitable participation across learning channels.

  • Social presence established through introductions, norms, profiles and purposeful check-ins
  • Psychological safety supported by facilitator language, error framing and participation choices
  • ARCS motivation model applied to attention, relevance, confidence and satisfaction
  • Peer learning structures using think-pair-share, reciprocal teaching and jigsaw groups
  • Questioning ladders move learners from recall to analysis and commitment
  • Participation equity monitored through airtime, chat, polls and contribution patterns

Participants can run live online sessions with clear pacing, interaction and technical coordination.

  • Virtual classroom openings create relevance, orientation and early participant contribution
  • Live sessions paced with the 10-20-30 attention rhythm
  • Breakout room instructions specify purpose, roles, timebox and report-back format
  • Whiteboards, polls and chat selected against intended learner actions
  • Facilitator co-host protocols coordinate technical support, observation and interventions
  • Transitions connect prework, live discussion, practice and follow-up commitments

Participants can moderate asynchronous learning activities that produce meaningful learner contribution.

  • Asynchronous discussion prompts require evidence, perspective taking and practical decisions
  • Threaded forum facilitation uses seeding, probing, weaving and summarising
  • Response-time agreements protect momentum without creating unsustainable facilitator workload
  • Peer feedback protocols use criteria, exemplars and actionable feedforward comments
  • Knowledge checks scheduled through retrieval quizzes, reflection logs and scenario responses
  • Community moderation addresses silence, dominance, misinformation and off-topic posts

Participants can set up blended learning technology and manage common delivery disruptions.

  • Virtual platform setup aligns rooms, permissions, files, polls and accessibility features
  • Technology rehearsal checklist tests audio, cameras, links, breakout settings and backups
  • Contingency plans address platform failure, low bandwidth and participant access problems
  • Digital etiquette agreements govern cameras, chat, recording and confidential information
  • Learning management system workflows organise releases, reminders and completion records
  • Data privacy decisions distinguish necessary learner data from intrusive monitoring

Participants can design evidence-based assessment and feedback processes for blended learning.

  • Assessment blueprint aligns knowledge, skill and judgement with evidence methods
  • Scenario-based assessments test decisions under realistic operational constraints
  • Rubrics distinguish threshold performance, proficient practice and exceptional judgement
  • Feedback models use SBI, feedforward and calibration against shared standards
  • Academic integrity controls combine authentic tasks, declarations and review procedures
  • Practice opportunities sequence demonstration, coached rehearsal and independent application

Participants can evaluate blended learning delivery and prioritise evidence-based improvements.

  • Kirkpatrick evaluation levels connect reaction, learning, behaviour and results evidence
  • Engagement dashboards combine attendance, contribution, completion and retrieval-check data
  • Pulse surveys distinguish content issues, facilitation issues and technology friction
  • Learning analytics interpreted cautiously alongside qualitative learner and manager feedback
  • After-action reviews identify causes, decisions, owners and follow-up dates
  • Iteration backlog prioritises changes by learner impact, effort and delivery risk

Participants can respond constructively to challenging behaviours and participation barriers.

  • Facilitator interventions address silence, monopolising, conflict and disengagement constructively
  • Neutral reframing separates people from positions during contentious discussions
  • Trauma-informed facilitation avoids coercion and offers proportionate participation choices
  • Cross-cultural communication checks assumptions about hierarchy, directness, time and consensus
  • Late arrivals and interruptions handled without disrupting group attention
  • Escalation boundaries distinguish facilitation issues from safeguarding and conduct concerns

Participants can produce an implementation-ready plan for facilitating a blended learning programme.

  • Facilitation blueprint integrates journey map, engagement methods, assessments and contingencies
  • Session run sheets sequence timing, prompts, tools, roles and transitions
  • Engagement plan assigns interaction methods to each learning objective
  • Risk register records triggers, mitigations, fallback options and decision owners
  • Manager briefing identifies workplace transfer opportunities and observation criteria
  • Thirty-day application plan sets implementation milestones, measures and peer support

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Blended learning journey map template
  2. Virtual session run sheet
  3. Asynchronous discussion moderation guide
  4. Universal Design for Learning checklist
  5. Assessment and feedback blueprint
  6. Blended facilitation implementation plan

Who should attend

  • Learning and Development Managers — responsible for quality and consistency across blended programmes
  • Corporate Trainers — need stronger methods for sustaining learner participation across modalities
  • Learning Facilitators — deliver live sessions and online activities requiring active moderation
  • Instructional Designers — translate learning designs into practical facilitator actions
  • HR Capability Specialists — support workforce development programmes with mixed delivery formats
  • Subject Matter Experts — facilitate technical or compliance learning alongside operational responsibilities

Skills and tools covered

Blended facilitation designVirtual classroom facilitationAsynchronous discussion moderationInclusive learning designLearning evaluationFacilitation planning

Tools and standards

Community of Inquiry framework, Universal Design for Learning Guidelines, ARCS Model of Motivational Design, Kirkpatrick Model

How the course runs

Training methodology

Facilitators use short briefings to introduce models and techniques, followed by case work, group exercises, simulations and peer review. Participants analyse blended programmes, plan learner interactions, facilitate virtual segments and respond to common delivery issues such as silence, dominance, technology failure and low completion. Cases reflect professional learning contexts including compliance, leadership, customer service and technical capability programmes. Individual application planning converts course methods into a facilitation blueprint for a current or planned programme.

Requirements and prerequisites

Participants should have experience delivering training, workshops, briefings or learning sessions in a workplace, public-sector or professional setting. Familiarity with common virtual meeting tools, presentation software and basic learning objectives is assumed. Participants should be comfortable contributing to discussions and reviewing sample learning materials. Prior experience with learning management systems, online course authoring, instructional design models or formal facilitation qualifications is not required. The course does not require programming, advanced data analysis or specialist educational technology expertise.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should have experience delivering training, workshops or professional learning sessions. Formal instructional design qualifications and advanced learning technology experience are not required.

Bring a laptop if possible and details of a current or planned blended learning programme. This will help you build a facilitation blueprint that can be used after the course.

The course suits trainers, facilitators, Learning and Development managers, instructional designers and subject matter experts who deliver professional learning. It is particularly relevant where programmes combine live sessions, self-paced content and workplace practice.

Instructional design courses focus primarily on designing learning content and curriculum. This course focuses on what facilitators do before, during and after delivery to create participation, discussion, feedback and transfer.

You will develop templates and plans for a programme you currently facilitate or expect to facilitate. The methods can be applied to virtual workshops, classroom programmes with online follow-up, learning academies and compliance training.

Each day runs from 08:30 to 16:30 with approximately 6.5 contact hours. Time is divided between instructor input, cases, group exercises, facilitation simulations, peer feedback and individual application planning.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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