Don’s talk will explore ways that blended learning is currently being discussed and conceptualised, and how different approaches can affect implementation. He will highlight key concerns for those developing blended learning approaches, the balancing of strengths and weaknesses of different environments, and the balancing of blending to meet course aims and student needs. Studies show complexities when blending; for example, Daymont, Blau and Campbell (2011) found that those undergraduate students on a management course preferring flexibility and those with work, home, or outside activity constraints tended to choose an online format, believing online courses provided greater flexibility, while those preferring structure tended not to choose an online format. Don will explore these and related issues that can affect the ways we can conceive and evaluate uses of technologies online and uses of resources offline, drawing distinctions between evidence we can gather about affordances, uses, outcomes and impacts (Passey, 2013). Daymont, T., Blau, G., & Campbell, D. (2011). Deciding Between Traditional and Online Formats: Exploring the Role of Learning Advantages, Flexibility, and Compensatory Adaptation. Journal of Behavioral and Applied Management, 12(2), 156-175. Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge.