Abstract
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.
Highlights
The challenges of higher education are conditioned by historical circumstances, the evolution of research and innovation, the demands of an ever-changing labor market, and the economic situation at a particular time
Our work consisted of two studies: a bibliometric analysis performed from a scientometrics perspective, and a content analysis revealing the limitations of research on the subject
Studies focusing on the analysis of blended learning (BL) in higher education were selected after screening for inclusion and exclusion criteria (Table 1) adhering to common standards listed in previous studies [22]
Summary
The challenges of higher education are conditioned by historical circumstances, the evolution of research and innovation, the demands of an ever-changing labor market, and the economic situation at a particular time. All of these circumstances determine goals and objectives, and the epistemological and methodological approaches guiding university study programs. Several research projects have shown the need to connect teaching methodology to students’ actual learning styles [2], since this can have an enormous impact on their motivation towards learning [3]. Higher education students demand active and oftentimes hybrid methodologies [9]
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