The last decades have seen a tremendous development of teaching and learning arrangements at universities. Reason for this lies in the rapid development of digital media as well as the Internet. The process of implementing e-learning concept at universities has already begun. The university teaching uses these media-based instruments increasingly for their purposes, since this promotes the flexibility of the learning process due to its anytime and anywhere use. At the same universities meet through Blended-Learning-Arrangements with the requirement of the Bologna process for the establishment of a virtual European education area. The proportion of Blended-Learning-Arrangements as a method of teaching at universities is constantly increasing. Parallel to the development of teaching and learning arrangements, the number of new students each year continues to rise. Along with this situation an enormous additional burden is created for the speakers. Especially for supporting this effect occurs in mass courses in the introductory phases. This work aims at discussing a process of implementing Blended-Learning-Arrangements associated challenges. The first part of the thesis describes the theoretical foundations of blended learning scenarios as well as its historical development. In the following three chapters the implementation process, structured by the three levels of the St. Galler Management Model, will be gradually illuminated. The ontological stratigraphic model of didactic design by Baumgartner serves as fundament. It is the implementation of some phases which will be discussed in parallel based on studies and research by way of example. Finally the last chapter discusses the importance of the evaluation of Blended-Learning-Arrangements for quality assurance and derived therefrom, acceptance, motivation as well as the benefits for students.