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This concise talk presents a project on blended synchronous learning within the context of ‘folkbildning’, the liberal non-formal and voluntary educational system in Sweden. Blended synchronous learning is, in this context, described as a synchronous learning activity combining in-person and online participation (Bower et al., 2015; Raes et al., 2020). The project explored the technical, pedagogical, and leadership prerequisites for implementing blended synchronous sessions in this unique educational setting guided by the Community of Inquiry framework (Garrison, 2017). The research method used was action-based (Reason & Bradbury, 2008), with data collected using observation and semi-structured interviews with teachers, students, and leaders in the voluntary education system in the Östergötland region of Sweden.

The project’s findings verify the potential advantages of blended synchronous learning, emphasizing its accessibility and flexibility. Notably, this mode of education is also familiar enough to regular in-person education teachers and students with limited experience with online learning. However, our research emphasizes the importance of designing, facilitating, and guiding the learning experience to foster a cohesive community of inquiry and counteract the formation of a segregated environment where in-person participants dominate while remote participants feel isolated.