Figure 2. The mean results, representing the importance of online/blended course components, for all participants-How to Mix the Ingredients for a Blended Course Recipe

<p>Almost two thirds (62%) of the institutions provide access to Open Source LMSs, while only a<br> third use proprietary LMSs (such as AeL or Blackboard), and we can also note that almost half (43%)<br> of the participants are not even interested in proprietary LMSs. All these figures demonstrate once<br> again the openness of the Romanian educa-tional system towards online/blended learning and,<br> furthermore, towards Open Source or free solutions. Specific policies related to open/blended courses<br> and trainings for devel-oping such courses are offered only by a third of the institutions, thus the<br> education managers and policy makers should pay an increased attention to these issues.<br> The importance of course elements was assessed on a five-point Likert scale, where 1 means<br> &ldquo;not at all important&rdquo; and 5 means &ldquo;very important&rdquo;. Nineteen elements of an online course were<br> evaluated on this scale. The results synthesized in Figure 2 illustrate the importance of each element for<br> all participants in this study, regardless of their e-learning experience.</p>