This paper develops a structured approach towards learning. The current state of the art in using this term is ambiguous. It is unclear whether or not something can be perceived to be blended or not. In the current way of using this term, the term itself it obsolete. The missing point is a clear definition of what exactly the blend is. In many cases, learning is used to describe scenarios where traditional classroom education is enriched with technology, aka. Elearning. However, this is not enough to grasp the deeper meaning of learning. Thus, in the paper we will develop a general model of learning, which is based on a dialectic approach, and which shall help to structure the field. Examples support our approach.