Blended Learning: A Comprehensive Review of Recent Insights and Challenges
DOI:
https://doi.org/10.70232/jrep.v2i3.64Keywords:
Blended Learning, Online Education, Online Learning, TechnologyAbstract
As education evolves alongside rapid technological advancements, blended learning (BL) has emerged as a key pedagogical approach that combines traditional face-to-face instruction with online components. This integration aims to create flexible, personalized, and dynamic learning environments. Grounded in constructivist learning theory, this study employs a qualitative approach, analyzing existing literature and post-pandemic developments to assess the benefits and challenges of BL in higher education. The findings underscore the transformative potential of BL in enhancing student engagement, improving learning outcomes, and fostering greater autonomy. However, the study also highlights persistent challenges such as technological barriers, unequal access to digital tools, and gaps in digital literacy among both students and faculty. Effective implementation of BL depends on thoughtful instructional design, strong alignment between delivery modes, and the use of active learning strategies such as collaborative projects, discussion forums, and multimedia integration. Institutional support, including reliable technological infrastructure, professional development, and scaffolded learning opportunities, is crucial to address these challenges and ensure inclusivity. The study also calls for future research into the long-term impact of BL on academic performance, learner motivation, retention, and psychological well-being. Emerging technologies like artificial intelligence (AI), virtual reality (VR), and learning analytics offer promising tools to enhance the personalization, adaptability, and scalability of BL environments. However, their integration demands deliberate policy planning, ethical oversight, and sustained investment. For educators, instructional designers, and policymakers, this study provides actionable insights that can be used to inform curriculum development, strategic planning, and institutional readiness for future educational models.
Metrics
References
Alharbi, A. (2022). The relationship between ICT teachers’ professional development and TPACK framework for the process of teaching and learning. International Journal of Education and Research,10(12), 69-82. https://www.ijern.com/journal/2022/December-2022/06.pdf
Almarzuqi, A. & Mat, H. (2024). The effectiveness of blended learning on STEM achievement of secondary school students. International Journal of Academic Research in Business and Social Sciences,141(1). https://doi.org/10.6007/IJARBSS/v14-i1/20140
Alon, T., Doepke, M., Olmstead-Rumsey, J., & Tertilt, M. (2020). The impact of COVID-19 on gender equality (No. w26947). National Bureau of Economic Research.
Al-Samarraie, H., & Saeed, N. (2021). A systematic review of cloud computing adoption in education: Benefits, challenges, and future directions. Computers and Education, 147, 103779.
Aswasulasikin, I. (2020). Students’ perceptions and attitudes towards online lectures during the COVID-19 pandemic. Journal of Educational Technology and Society, 23(4), 58-72.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in the context of COVID-19: The case of Georgia. Pedagogical Research, 5(4), 1-16.
Bates, T., Cobo, C., Mariño, O. et al. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education 17(42). https://doi.org/10.1186/s41239-020-00218-x
Bedi, A. (2023). Keep learning: Student engagement in an on online environment. Online Learning, 27(2), 119-136.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the basics to the future. Educational Technology Research and Development, 62(4), 1-18.
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151.
Bonk, C. J., & Graham, C. R. (Eds). (2006). The handbook of blended learning: global perspectives, local designs. Pfeiffer Publishing
Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time at a higher education institution. PLoS One 14: e0225770. https://doi.org/10.1371/journal.pone.0225770
Bozkurt, A., Karakaya, K., Turk, M. et al. (2022). The impact of COVID-19 on education: A meta-narrative review. TechTrends 66, 883–896. https://doi.org/10.1007/s11528-022-00759-0
Brown, J. (2022). The impact of blended learning on student performance: A review of recent literature. Journal of Educational Technology, 45(2), 123-135.
Çam, Ş. S., & Koç, G. (2024). Professional development program to develop teacher educators’ technological pedagogical content knowledge. Sage Open, 14(2). https://doi.org/10.1177/21582440241242841
Carrillo, C. (2020). The role of online platforms in resuming educational activities during the pandemic. Educational Technology Research and Development, 68(5), 87-100.
Casey, D. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends, 52(2), 45–51.
Center for Postsecondary Research. (2018). Indiana University School of Education. NSSE - National Survey of Student Engagement. http://nsse.indiana.edu/
Chiu, T. K. F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research Technology Education. 54, 14-30. https://doi.org/10.1080/15391523.2021.1891998
Chou, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontier Psychology 14, 1212056. https://doi.org/10.3389/fpsyg.2023.1212056
Cilliers, J., Mostert, K., & Nel, J. A. (2018). Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students. South African Journal of Higher Education, 32(1), 49-70
Cojocariu, V. M., Lazar, I. Nedeff, V., & Lazar, B. (2014). SWOT analysis of e-learning Educational services from the perspective of their beneficiaries. Procedia-Social and Behavioural Sciences116(1), 1999‒2003.
Daniels, L. M., Goegan, L. D., & Parker, P. C. (2021). The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions. Social Psychology of Education, 24, 299–318. doi: 10.1007/s11218-021-09612-3
Desai, M., Hart, J., & Richards, T. (2009). E-learning: Paradigm shift in education. Education, 129(2), 327–334.
Dhawan, S. (2020). Online learning: A necessity in the present times. Education and Information Technologies, 25(3), 1535-1552.
Ferriman, N. (2013). The impact of blended e-learning on undergraduate academic essay writing in English (L2). Computers and Education, 60(1), 243-253.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Giarla, A. (2022). The benefits of blended learning. https://www.teachthought.com/technology/benefits-of-blended-learning/
Graham, C. R., Allen, S., & Ure, D. (2005). Blended learning environments: A review of research and practice. Educational Technology Review, 13(2), 23-37.
Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: Theoretical foundations and practice. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 104-126). Lawrence Erlbaum Associates.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C.J. and Graham, C.R. (Eds.) Handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer Publishing.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Graham, C. R., & Halverson, L. R. (2023). Blended learning research and practice. In Zawacki-Richter, O., Jung, I. (Eds), Handbook of open, distance and digital education. Springer. https://doi.org/10.1007/978-981-19-2080-6_68
Henessey, S., D’Angelo, D., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open 3,100080. ISSN 2666-5573. https://doi.org/10.1016/j.caeo.2022.100080
Hews, R., McNamara, J., & Nay, Z. (2022). Prioritising lifeload over learning load: understanding post-pandemic student engagement. Journal of University Teaching and Learning Practice, 19, 128–146. https://doi.org/10.53761/1.19.2.9
Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38, 383-397. https://doi.org/10.1080/07294360.2018.1517732
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Ibrahim, D. S. M., & Febriani, Y. (2018).Pengembangan E-Materi Berbasis Mata Kuliah Pada PembelajaranJarak Jauh (E-Learning). Jurnal DIDIKA: Wahana Ilmiah PendidikanDasar, 4(2), 1. https://doi.org/10.29408/didika.v4i2.1170
Ichsan, I. Z., Sigit, D. V., Rahmayanti, H., Purwanto, A., Rosyid, A., Suwandi, T., Ali, A., & Hermawati, F. M. (2020). Implementasi model pembelajaran ILMIZI dan peningkatan HOTS siswa SD berdasarkan gender pada pembelajaran lingkungan. JIPVA. Jurnal Pendidikan IPA Veteran, 4(1), 11–24. https://doi.org/10.31331/jipva.v4i1.1076
Krishnapatria, K. (2020). Students’ satisfaction and preferences for online learning during the pandemic. Journal of Online Learning and Teaching, 16(2), 50-65.
Larsen, S. (2012). The benefits of blended learning: Beyond cost savings. Journal of Learning Design, 5(3), 1-15.
Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavior Science 13(1),59. https://doi.org/10.3390/bs13010059
Li, H. C., & Tsai, T. L. (2017). The implementation of problem-based learning in a Taiwanese primary mathematics classroom: Lessons learned from the students’ side of the story. Educational Studies, 43, 354-369. https://doi.org/10.1080/03055698.2016.1277138
Lister, M. (2014). Trends in the design of e-learning and online learning. MERLOT Journal of Online Learning and Teaching 10(4), 671-780.
Liguori, E. W., & Winkler, C. (2020). Adapting to online learning during the pandemic: Innovative solutions and strategies. Educational Technology Research and Development, 68(3), 501-518.
Martin,F. Wang, C., Sadaf, A. , Sun, T., & Westine C.D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers and Education, 159 (1). https://doi.org/10.1016/j.compedu.2020.104009
McGraw-Hill Education at a Glance. (2016). https://www.mheducation.com/about.html
Mokgele, K. R., & Rothmann, S. (2014). A structural model of student well-being. South African Journal of Psychology, 44(4), 514-527.
Moller, L., Foshay, W., Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the Web. TechTrends, 52 (4), 66-70.
Montgomery, A.P., Mousavi, A., Carbonaro M., Hayward D.V., & Dunn W. (2019). Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education. British Journal of Educational Technology, 50(1), 114-127. https://doi.org/10.1111/bjet.12590
Ojo, A.O., Ravichander, S., Tan, C.N.-L., Anthonysamy, L. & Arasanmi, C.N. (2024). Investigating student’s motivation and online learning engagement through the lens of self-determination theory. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-09-2023-0445
Piaget, J. (1976). The child and reality: Problems of genetic epistemology. Viking Press.
Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2018). Variation in situation-specific engagement among lower secondary school students. Learning and Instruction, 53, 64-73.
Prayitno, W. (2015). Implementasi Blended Learning Dalam Pembelajaran Pada Pendidikan Dasar dan Menengah. Jurnal Pendidikan, 6(1).
Rajan H. M, Herbert, C., & Polly, P. (2023). Disrupted student engagement and motivation: observations from online and face-to-face university learning environments. Frontiers in Education, 8, 1320822. https://doi.org/10.3389/feduc.2023.1320822
Rincon-Flores, E. G., Mena, J., & López-Camacho, E. (2022). Gamification as a teaching method to improve performance and motivation in tertiary education during COVID-19: A research study from Mexico. Educational Sciences. 12 (49). https://doi.org/10.3390/educsci12010049
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Saekhow, J. (2015). Steps of cooperative learning on social networking by integrating instructional design based on constructivist approach. Procedia - Social and Behavioral Sciences, 197, 1740–1744. https://doi.org/10.1016/j.sbspro.2015.07.230
Singh V., & Thurman A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16, 1-6. https://doi.org/10.29333/ejmste/7893
Syakur, A., L. Musyarofah, S. Sulistiyaningsih, & Wike, W. (2020). The effect of project based learning (PjBL): Continuing learning innovation on learning outcomes of English in higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 625-630.
Tabassum, B., Moin, M., Abbas, Q., Kumbhar, M. I., & Khan, M. H. N. (2024). The impact of blended learning on student performance. Journal of Education and Social Studies, 5(2), 360–371. https://doi.org/10.52223/jess.2024.5217
Tang, M., & Byrne, R. (2007). Regular versus online versus blended: A qualitative description of the advantages of the electronic modes and a quantitative evaluation. International Journal on E-learning, 6, (2), 257-266.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Khawlah Ahmed
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
