In this account a model of communicative functions is used in an attempt to clarify the nature of mixed mode learning delivery. Formulated in research on communication in written mode, the model can be seen to offer insights into the nature of hypermedia communication, as well as helping to identify some key features of effective mixed mode course design. The model also suggests that blended learning should be viewed as a multiplicity of combinations rather than "middle ground" in a continuum of wholesale adoption or rejection of ICT. The tentative hypotheses outlined in this paper are illustrated with reference to doctoral research on communication in written mode and reflective monitoring of mixed mode courses run at the Durban University of Technology from 2002-2006. (Contains 5 figures and 1 table.)