The Publication Patterns and Research Issues of Hybrid Learning: A Literature Review

Abstract

This paper reports a review study on hybrid learning which features the provision of face-to-face and remote learning in a synchronous manner. The study focused on identifying the patterns of publications on hybrid learning in terms of their sources, countries/regions, levels of education, and subject disciplines, as well as the major research issues. It covered a total of 46 articles collected from Scopus and published from 2012 to 2021. The results show an increasing trend of publications on hybrid learning in recent years. Relevant research was conducted more frequently in the United States, China and Canada, at the tertiary education level, and in the subject disciplines of language, engineering, and technology. Five major research issues were identified, namely - i) teacher and student experiences and behaviours in hybrid learning, ii) teacher and student perceptions of hybrid learning, iii) the impacts, benefits and challenges of hybrid learning, iv) the features of hybrid learning, and v) the effectiveness of hybrid learning. The findings contribute to revealing the state of the art in hybrid learning as well as the potential areas for future research, such as the effects of pedagogies for hybrid learning in subject disciplines of diverse nature, types of learners' support, and the factors affecting the effectiveness of hybrid learning.