International Journal of Learning & Development ISSN 2164-4063 2016, Vol. 6, No. 1 www.macrothink.org/ijld 136 Educational results from blended learning: Using an educational platform in teaching Economics Vasiliki Brinia Athens University of Economics and Business Email: vbrinia@aueb.gr Panagiotis Kavaliarakis Hellenic Open University Received: February 18, 2015 Accepted: February 23, 2016 Published: April 26, 2016 Doi:10.5296/ ijld.v6i1.9282 URL: http://dx.doi.org/10.5296/ ijld.v6i1.9282 Abstract This research investigates the learning result of applying blended learning with the combined use of open educational platform and traditional teaching. This educational intervention took place during the course Principles of Economic Theory in the 3rd grade of High School. We measured the differences in student performance in an assessment test before and after the educational intervention, but also the changes in their attitude as to the course of the economy, itself. Moreover, we evaluated the students’ satisfaction from using the open educational platform, but also the social presence which was created. The results led to the conclusion that hybrid teaching methods, can be used in the teaching of Economics and is considered as important as traditional ones. Keywords: Blended learning, attitudes towards the economy, social presence, learning result, students’ satisfaction. 1. Introduction A key element of the new learning environment is distance learning which provides important flexibilities to the students. According to Holmberg (1983), distance learning includes the various forms of education at all levels, which have no direct and continuous presence of educators in classrooms, but benefit from the organization, guidance and teaching of an educational organization. The combination of traditional forms of teaching with multiple educational and technological methods is a fast growing approach called blended learning. In blended learning, educators use different types of teaching, such as a web-based teaching and a face to face teaching method. Furthermore, they use the Internet to enhance conventional teaching and they combine parts of training that does not require special guidance, with those in which the presence and guidance of the teacher are necessary. Such mixed approaches affect social identity and social relations of learners, the operation of the working groups and