While Academia has been, together with the Army, at root of the information and communication technologies (ICT) development, the integration of distant learning in higher education is still quite slow. There are many reasons for that, including resistance-to-change - both from the learners and the teachers - and organizational difficulties, such as the necessity of hiring tutors or of modifying the existing infrastructures. We nevertheless assume that main reason is that, to bring a real added-value, it requires an adaptation of pedagogical strategies in order, for the learners, to benefit from new enriched possibilities. Although we have witnessed many interesting efforts, it appears that a mix of traditional and distant learning (the last complementary to the first), called blended learning might prevail. This mix has to be carefully designed so as to enhance the quality of teaching. This assumption has led us to try and define a model of blended learning easy to integrate, based on a differentrelationship between learner, knowledge and teacher, which aims at creating a new pedagogical approach, reinforcing the learner's autonomy and fostering adequate interaction with the teaching team and facilitating search of information on the web. In order to define the parameters characterising an effective blended-learning, three practical cases were analysed.
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