Can distance learning become an affective mode of delivery?

The term blended learning is becoming more prevalent in the fields of Health and Social Sciences. Although it tends to be synonymous with e-learning; this should not be the case as blended learning involves an integrated delivery strategy. Rossett et al. (2003) suggest that this could include interaction with a supervisor; participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminars, workshops, and online communities. This paper will attempt to explore whether the integration of the Virtual Learning Environment (VLE) to a traditionally taught masters programme through the development of a blended learning strategy, can facilitate its evolution to distance learning.