Education on Innovation and Entrepreneurship (I&E) has increased in the last two decades, specially, through MOOCs. Lately, these reusable online alternatives have tended to be revalorized by HEIs into blended learning activities, posing new challenges for instructors, specially, on how to bridge prior knowledge with in-class activities. Adopting a discursive approach to knowledge, our proposal aims to meet this challenge by identifying student’s ‘representations’, i.e., patterned constructions on disciplinary knowledge. Representations can be found across different cohorts and thus further complemented by instructors. To test this assumption and build our proposal, we analysed student’s representations in two observations. We mapped students’ representations over key I&E definitions (e.g., ‘start-up’) and, to know how prior knowledge may be complemented by instructors, we identified students’ alignment with expert disciplinary knowledge. Firstly, we found that the two cohorts tended to express representations by turning attention to several dimensions, e.g., referring to different types of features or finalities associated with concepts. Secondly, the disciplinary alignment description revealed that students tended to focus on the same components present in experts’ definitions, but with a greater level of generality. Our results have been packaged into a proposal that aims to help instructors scale their blended activities.