Blended learning in entrepreneurship education: a systematic literature review

Abstract

PurposeCurrent research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.Design/methodology/approachThe author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.FindingsThe findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.Originality/valueThe paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

Blended learning: definition, concept, and relevance

“…Термiн (слова, що вживаються для його визначення) українська, змiшане навчання [10,46,86,87,89,124], комбiноване навчання [115,119,126] рiзновид гiбридної методики, коли вiдбувається поєднання онлайн навчання, традицiйного та самостiйного навчання. Мається на увазi не просто використання сучасних iнтерактивних технологiй на додаток до традицiйних, а якiсно новий пiдхiд до навчання, що трансформує, а iнодi i "перевертає" клас змiшане навчання албанська, mësimi i përzier [26,49] është një qasje ndaj arsimit dhe edukimit që kombinon materiale arsimore në internet dhe mundësi tjera për ndërveprim në internet me metodat tradicionale të mësimdhënies klasore në shkollë змiшане навчання ("комбiнування") англiйська, blended learning [27, 45,70,71] the combination of online educational materials and interactions with traditional classroom teaching blended learning ("комбiнування") болгарська, хибридно обучение [23,130] хибридно или смесено обучение е подход в ученето и съответно в педагогиката в образованието, който съчетава онлайн образователни материали и възможности за взаимодействие онлайн с традиционни методи на класната стая или студентска зала, като лекционна среда гiбридне, змiшане навчання данська, blended learning [14,47,129] er et begreb der anvendes inden for uddannelsesverdenen. Det betegner typisk kombinationen af e-learning og tilstedevaerelseskurser, f.eks.…”

Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes

“…Blended learning can integrate multiple components, e.g., learning situations where online, physical and working situations can be included; knowledge acquisition mechanisms, e.g., retention and attrition; affective elements in learning, e.g., motivation, satisfaction, encouragement, and cognitive loads; and participants, e.g., teachers, learners, and designers. It could be a complicated blend including the traditional, the for-and in-actions, and experiential factors (Viebig, 2022).…”

Gamification to enhance engagement and higher order learning in entrepreneurial education

“…While gamification was initially used within the teaching of computer science-based curricula (Dicheva et al, 2015), this study considers the effectiveness of using game-based methods within the entrepreneurial classroom. It has been suggested that there is both a science and art involved in the teaching of entrepreneurship (Henry et al, 2005;Pittaway and Cope, 2007;Neck and Greene, 2011;Lack eus and Middleton, 2015;Ramsgaard and Christensen, 2016;Lyons and Buckley, 2021;Takemoto and Oe, 2021;Viebig, 2022;Nikitina et al, 2022). The "science" relates to business skills and knowledge, which are feasible to teach using conventional methods.…”