Abstract
Objectives This study aims to emphasize the importance of designing a learning environment considering each learning activity and instructional design elements in a blended learning class and provide instructional design principles.
 Methods This study conducted a systematic literature review focusing on the blended learning literature at domestic universities. Specifically, our study analyzed instructional method and learning environment elements within the blended learning activities as well as conversion elements between the learning activities.
 Results First, most studies applied surveys, class design, or experimental research and, in learning contents, deal with the language, literature, nursing, and arts, which require both lectures and practice. Second, among learning activities, the design elements such as video lectures, questions and answers, feedback, and provision of learning materials were mainly used. Finally, when converting the class, the design elements were limitedly derived.
 Conclusions Given that most lessons in domestic universities have limitedly applied design elements based on learning environments and methods, we provided the direction for effective instructional design. In addition, We discussed the research limitations and future direction.
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