Online learning practices during the Covid-19 pandemic were completely carried out without being accompanied by face-to-face activities. This condition forces lecturers and students to adapt to new learning approaches by implementing online learning (e-learning). The research aims to develop a practical framework for Blended Learning (BL) implementation from best-practices and the concept of the flipped classroom (FC). The research method used is the ADDIE method (analysis, design, development, implementation, and evaluation). The research stage began with a survey of online learning service experiences had been using various online learning tools. The results of the inventory of best practices in online learning were used to compile the BL framework and integrate it with the FC framework as an alternative to vocational learning scenarios. The scenario of the BL framework was validated by the FGD technique. A vocational learning scenario called flipped training (FT) is applied in Online Classroom Management Training activities. The principle of implementing FT in online vocational learning begins with implementing project-based learning packaged in worksheets, class projects are presented in the LMS room and guided by video tutorials. After asynchronous delivery of project content, virtual face-to-face activities are carried out for confirmation and discussion of project execution preparation. At the end of the virtual face-to-face session, class participants were tested cognitively to ensure readiness for project execution. Production results are presented in video format, evaluated, and assessed on a rubric basis. © Published under licence by IOP Publishing Ltd.
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