Both face-to-face and distance learning methods are currently being used in adult education and career and technical education. In theory, the advantages of face-to-face and distance learning methods complement each other. In practice, however, both face-to-face and information and communications technology (ICT)-based distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered construction of knowledge. Nevertheless, these two themes clearly emerge as the most frequently cited strengths of blended approaches: the personal contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. The following themes emerge from the discussions of effective blends of face-to-face and distance learning methods: (1) good practice in planning, monitoring, and managing distance learning has much in common with good practice of programs delivered through any mode; (2) the pedagogy of learning must be suited to the requirements of the content and needs of the learner and can be combined with face-to-face learning in various proportions; (3) distance learner engagement and interaction is critical and can be addressed by appropriate design and use of ICT; (4) like face-to-face students, distance students need appropriate preparation for participation and follow-up support; and (5) ICT must be used judiciously. (Contains 17 references.) (MN)