**Abstract**

This study provides insights into how teachers and their students in professional and vocational education perceived the advantages of online education experienced during COVID-19 pandemic and what they considered the affordances worthwhile to implement permanently afterwards. The study used a Group Concept Mapping approach that allowed students and teachers to formulate their own thoughts on their online education. The study addresses the following research question: What are according to teachers and students in professional and vocational education valuable aspects of online education during the pandemic that should retain in their programs afterwards? The Group Concept Mapping consisted of brainstorming by generating statements (780 respondents), sorting of the statements (87 respondents) and rating of the statements (278 and 196 respondents). The findings show that the generated statements refer to seven themes worthwhile to take into account for the further development of online learning, referring to very different aspects, such as didactical issues, interaction, planning and scheduling and the need for proper preconditions. Students and teachers did not differ significantly in their ratings on the statements. The main conclusion is that the findings offer support for moderate change towards a larger application of online learning as part of blended learning programs.

**Keywords:** online learning, blended learning, professional and vocational education, group concept mapping, COVID-19
