摘要：This article contributes knowledge on the roles and competences needed in relation to the planning, delivery and evaluation of effective blended learning and suggestions for alternative ways of organising these tasks. Through literature studies, key points of attention and challenges for the blended teacher are identified. The roles and competences presented in 6 articles are described and analysed. The conclusion is that there is no consensus in the literature on roles, competences or usage of terms. At the same time, little attention is paid to the roles and competences needed to create a good blend. Most often the focus is what it takes to handle the online part of blended learning. The authors present their model of the blended teacher’s roles and competences and establish that it is a tremendously complex task to handle blended learning, and that huge demands are put on the blended teacher. Therefore, alternative ways of organising the work is suggested, namely unbundling of the teacher role, development of resources and competence development for faculty..
