A Scoping Review of Experimental Evidence on Face-to-Face Components of Blended Learning in Higher Education

Autor/inn/en	Buhl-Wiggers, Julie; Kjaergaard, Annemette; Munk, Kasper
Titel	A Scoping Review of Experimental Evidence on Face-to-Face Components of Blended Learning in Higher Education
Quelle	In: Studies in Higher Education, 48 (2023) 1, S.151-173 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kjaergaard, Annemette) ORCID (Munk, Kasper)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2123911
Schlagwörter	Literature Reviews; In Person Learning; Blended Learning; Higher Education; Instructional Effectiveness; Learning Activities; College Instruction; Academic Achievement; Learner Engagement; Peer Relationship; Cooperative Learning + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Lernaktivität; Hochschullehre; Schulleistung; Peer-Beziehungen; Kooperatives Lernen
Abstract	The practice of combining digital and face-to-face elements into blended learning courses is becoming the new normal in higher education and offers a promising learning format. While studies on the effects of blended learning have so far focused mostly on the online components of the blends, the success of blended learning also rests on the quality of the integrated face-to-face activities. This scoping review examines evidence from 59 experimental studies conducted in higher education settings to explore what makes face-to-face components of blended learning efficacious. The focus is on pedagogical intentions rather than on quantifying the balance between online and face-to-face activities. The results indicate which face-to-face activities support the pedagogical objectives of higher-order processing, social interaction, and engagement. The review identifies current gaps in blended learning research and calls for richer characterizations of face-to-face activities in blended learning to support the development of finely tuned interventions and guide practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01