A Thematic Review of Blended Learning in Higher Education

Pima, John Marco; Odetayo, Michael O.; Iqbal, Rahat; Sedoyeka, Eliamani

doi:10.4018/ijmbl.2018010101

Cited by 26 publications

(26 citation statements)

References 26 publications

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“…Blended learning is a common approach in the Higher Education sector where students learn both on and off-campus, and consequently there is myriad research on this topic (Pima et al, 2018). Whereas emerging literature about the school sector has been described as limited and lacking in controls (Poirier et al, 2019).…”

Section: Learning Design Modelsmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Section: Learning Design Modelsmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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“…Blended learning is a common approach in the Higher Education sector where students learn both on and off-campus, and consequently there is a myriad of research on this topic (Pima et al, 2018). Emerging literature in the school sector has been described as limited and lacking in controls (Poirier et al, 2019).…”

Section: Blended Learning Researchmentioning

confidence: 99%

Remote learning. Rapid Literature Review

Cowden¹,

Mitchell²,

Taylor-Guy³

2020

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Rapid Literature Review 2. INTRODUCTION This rapid literature review identifies effective practice in remote learning and synthesises key evidence relevant to education in Australia during the 2020 COVID-19 pandemic. It draws upon bodies of literature about education in emergencies, access and equity, distance education, blended learning, and quality teaching and learning using technology. The focus is primarily on Kindergarten to Year 12 schooling in Australia. Although large-scale remote learning has never been experienced before, it is possible to identify effective practice by using robust studies from non-pandemic-related literature. These insights can be considered in light of emergent literature, commentary in academic media and in journals, and information published on educational, government, and professional websites. The literature firstly examines education in emergencies, as this underpins the initial crisis approaches and preparedness for the shift to remote learning. The research in this area has a strong focus on implications for wellbeing. The review is then organised into sections that align with the four key themes identified in the literature: °Q uality teaching and learning °T echnology in education °C ontext is important °T he home learning environment. Pedagogical models and frameworks examined in the literature are presented and discussed in Appendix A. The structure of this review assists in providing clearer navigation of the complex learning contexts experienced by schools and families during this pandemic. Through this lens, schools and education sectors can reflect upon their response, how they might be best prepared for ongoing and future situations, and how schooling might be improved. 2.1 Definitions A wide body of literature from the past two decades has guided the way that learning is discussed across school and non-school settings. This is with or without the use of technology. Emergency remote teaching (ERT) is the definition best used to describe the approach to remote teaching and learning during the pandemic. It is a "temporary shift of instructional delivery" due to crisis circumstances (Hodges et al., 2020, n.p.). The differences between emergency remote teaching and well-planned online learning are discussed by Hodges et al., (2020), who make the important point that emergency remote teaching is a rapid approach that is unable to make full use of quality online learning design approaches (Hodges et al., 2020). Other definitions used in this review are located after the conclusion.

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“…Some research has indicated that BL contributes to improving teaching-learning processes, while other research has found no significant differences with respect to alternative models. A study analyzing 45 publications [14] identified research trends between the year 2000 and 2016 [15], focusing on digital tools or platforms to foster interaction between people and electronic devices. Likewise, and to contextualize our analysis, other reviews have been analyzed including one involving books and chapters [16] and another based on 205 academic theses and final master's projects [17].…”

Section: Introductionmentioning

confidence: 99%

Mapping of Scientific Production on Blended Learning in Higher Education

et al. 2021

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Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

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A Thematic Review of Blended Learning in Higher Education

Cited by 26 publications

References 26 publications

Australian Strategic Partnerships in Remote Education

Australian Strategic Partnerships in Remote Education

Remote learning. Rapid Literature Review

Mapping of Scientific Production on Blended Learning in Higher Education

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