Query: blended learning literature review

title: Towards a Strategic Blend in Education: A review of the blended learning literature.

title: A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement
abstract: In higher education, e learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face to face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g. the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e learning and blended learning in relation to learning outcome, student satisfaction and engagement in collaboration in higher education and particularly in professional education? The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus related and practice related activities. The article thus points in the direction of some significant factors, but it also discusses and questions the relevance of research focusing on comparisons between individual formats of e learning, online learning, blended learning or "traditional" face to face teaching and learning. Teaching and learning are complex and are influenced by more than just the teaching format. The review is based on systematic database searches conducted in January 2017, and it includes 44 peer reviewed articles and papers published between 2014 and 2017.

title: Critical success factor in blended learning for English training: A systematic literature review
abstract: The rapid development of technology has impacted many aspects in education world. The technology development has challenged how education was brought to learners. The traditional way may no longer fit the demand. This research aimed to investigate the critical success factors in blended learning for English Training. Systematic literature review was established to reach the conclusion. 30 journal articles published in 2013 to 2017 were examined to gain the results and findings. The result showed there were 11 key success factors in delivering the English training by blended learning. The most critical factors were the course design of blended learning, the instructional model of blended learning, and the teaching learning method in the blended learning course. It was suggested in the future to emphasize the research on the various designs of blended learning, the tools for the online sessions, and the suitable teaching learning method in the blended learning course.

title: Blended Learning with MOOCs From Investment Effort to Success: A Systematic Literature Review on Empirical Evidence
abstract: This paper reports on a systematic literature review by analysing 48 empirical studies on the use of Blended Learning with MOOCs. The results report on the pedagogically motivated, infrastructural and design intensive efforts of the institutions. Moreover, they empirically confirm previously made claims that within hybrid initiatives, Flipped Classroom model is the most used one. They also indicate that blended learning in the context of MOOCs yields positive results. At the same time, most of the reviewed empirical research uses so called "MOOCs as Driver" model, where a traditional course in the curriculum is organized around a MOOC.

title: The use of blended learning to improve health professionals' communication skills: a literature review
abstract: Background and aim of the work: In recent years, health professionals' education has moved towards the increasing use of blended learning. One of the most widespread blended formulas is the mix of face to face and online learning, which combines the advantages of distance learning, both in training provision and in training fruition, with the maintenance of socialization goals and application to practice activities. This literature review aims to find out whether blended learning is employed for improving health professionals' communication skills and which are its outcomes.  Literature review of publications released from January 2000 to January 2019 was conducted across the academic databases Cinahl (EBSCO) Cochrane and Pubmed using relevant keywords.  Research has shown that blended learning is used in the education of different health professionals (students, nurses, physicians, etc. at various stages of the educational path. The enhancement of communication skills appears to be a secondary learning objective in many studies, but it is shown to be nevertheless central to the proper acquisition and application of more clinical skills addressed by the blended courses. The blended modules here examined achieved their goals. However, the evaluation of the learning outcomes is still based on self assessment, and thus needs to be implemented.  Blended learning providers would need to pay more attention in the design and implementation phases of blended modules, assessing participants' needs and offering more tailored and targeted programs, and should provide a more rigorous evaluation of learning outcomes.

title: The use of blended learning to improve health professionals' communication skills: a literature review.
abstract: In recent years, health professionals' education has moved towards the increasing use of blended learning. One of the most widespread blended formulas is the mix of face to face and online learning, which combines the advantages of distance learning, both in training provision and in training fruition, with the maintenance of socialization goals and application to practice activities. This literature review aims to find out whether blended learning is employed for improving health professionals' communication skills and which are its outcomes.  Literature review of publications released from January 2000 to January 2019 was conducted across the academic databases Cinahl (EBSCO) Cochrane and Pubmed using relevant keywords.  Research has shown that blended learning is used in the education of different health professionals (students, nurses, physicians, etc. at various stages of the educational path. The enhancement of communication skills appears to be a secondary learning objective in many studies, but it is shown to be nevertheless central to the proper acquisition and application of more clinical skills addressed by the blended courses. The blended modules here examined achieved their goals. However, the evaluation of the learning outcomes is still based on self assessment, and thus needs to be implemented.  Blended learning providers would need to pay more attention in the design and implementation phases of blended modules, assessing participants' needs and offering more tailored and targeted programs, and should provide a more rigorous evaluation of learning outcomes.

title: Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework
abstract: This research has two aims: (1) to bridge a gap in blended learning research the lack of a systems approach to the understanding of blended learning research and practice, and (2) to promote a more comprehensive understanding of what has been achieved and what needs to be achieved in blended learning research and practice. To achieve these aims, we first assess the strengths and limitations in existing models of blended learning, then propose a framework for blended learning that is grounded in the complex adaptive systems theory. The proposed framework sees blended learning as a system consisting of six essential subsystems, and all the subsystems relate to and interact upon one another. The proposed framework is then applied to the review of 87 empirical studies from the current blended learning literature. The review identifies several gaps in current blended learning research and practice, and advances our understanding of some untapped potential of this new system of learning. We hope that this research will shed light on critical issues in understanding blended learning and in scaling up its implementation in tertiary education.

title: Is blending the solution? a systematic literature review on the key drivers of blended learning in higher education
abstract: Higher education institutions have been increasingly adopting blended learning as a course delivery mode in the recent years. This article reports a systematic review of the current literature on the advantages of blended learning. Starting from 855 papers, ten articles met the predefined inclusion criteria for the literature synthesis. The papers were screened and analysed through three screening phases. Major themes focused on the advantages of blended learning were drawn from the final ten papers and include a) increasing students' academic performance, b) increasing students' social abilities, c) decreasing course drop out rates, d) increasing students' satisfaction and, e) increasing teaching and learning flexibility. The results also indicate that different higher education institutions adopt blended learning approach for different reasons. Implications of this review and future research directions are proposed.

title: Blended Learning as Instructional Media: Literature Review

title: BLENDED LEARNING: SUPPORTING STUDENTS' LEARNING AND ENHANCING THEIR EXPERIENCE A LITERATURE REVIEW
abstract: This review article provides an analysis of the researches conducted during the last two decades on the topic of blended learning in teaching and learning process. Some studies which highlighted the benefits of blended learning had been analyzed in order to develop new features of effectiveness and efficiency of this innovative concept. As a result, 15 journal articles, 6 published books and several commentaries were identified, read, evaluated, and synthesized. Some general principles regarding best practices in online education and blended learning will be shared with cautions against broad generalization. Makolada sunggi iigirma iilda ta'lim va ukuv zharaionida aralashgan ta'lim mavzusi buiicha utkazilgan tadk'ik'otlar takh'lili tak'dim etilgan. Ushbu innovatsion kontseptsiianing samaradorligi va samaradorlikning iangi khususiiatlarini ishlab chikish mak'sadida aralash ta'lim tadk'ik' etilgan bir k'ancha ilmii ishlar urganilgan. Un beshta ilmii mak'ola, oltita kitob va kuplab tak'rizlar urganildi, bakh'olandi va umumii khulosalar chik'arildi. Onlain ta'lim va aralash ta'limning shu paitgacha ma'lum bulgan eng iakhshi amaliiotlariga oid airim umumii printsiplar keng umumlashtirishdan kh'oli tarzda izokh'landi. V dannoi obzornoi stat'e privoditsia analiz issledovanii, provedennykh v techenie poslednikh dvukh desiatiletii po teme smeshannogo obucheniia v protsesse prepodavaniia. Nekotorye issledovaniia, v kotorykh podcherkivalos' preimushchestvo smeshannogo obucheniia, byli proanalizirovany s tsel'iu razrabotki novykh kharakteristik effektivnosti i deistvennosti etoi innovatsionnoi kontseptsii. V rezul'tate bylo proanalizirovano 15 zhurnal'nykh statei, 6 opublikovannykh knig i neskol'ko kommentariev. Nekotorye obshchie printsipy, kasaiushchiesia praktiki v oblasti onlain obrazovaniia i smeshannogo obucheniia, budut izlozheny s predosterezheniem ot shirokogo obobshcheniia.