Ashraf Muhammad Azeem, Yang Meijia, Zhang Yufeng, Denden Mouna, Tlili Ahmed, Liu Jiayi, Huang Ronghuai, Burgos Daniel
Research Institute of Education Science, Hunan University, Changsha, People's Republic of China.
Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), Tunis, Tunisia.
Psychol Res Behav Manag. 2021 Oct 1;14:1525-1541. doi: 10.2147/PRBM.S331741. eCollection 2021.
Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.
混合式学习（BL）是教育领域中最常用的促进主动学习和提高学生学习成果的方法之一。尽管混合式学习已经存在了十多年，但与之相关的挑战仍然存在。例如，教师和学生的个体差异，如他们的行为和态度，可能会影响他们对混合式学习的采用。新冠疫情进一步加剧了这些挑战，因为学校和大学不得不将线上和线下课程结合起来以遵守健康规定。本研究基于PRISMA（系统评价与Meta分析的首选报告项目）指南对混合式学习的系统评价进行了系统综述，以确定混合式学习的趋势、差距和未来方向。研究结果表明，混合式学习主要在高等教育中进行研究，并且首先针对的是学生。此外，大多数混合式学习研究来自发达国家，这就需要开展跨领域合作，特别是促进发展中国家对混合式学习的采用。此外，缺乏信息通信技术技能和基础设施是教师、学生和机构面临的最常见挑战。本研究的结果可以为促进混合式学习的采用制定路线图。本研究的结果有助于混合式学习的设计和采用，而混合式学习是应对重大健康挑战（如新冠疫情）的可能解决方案之一。
