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

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Buhl-Wiggers, Julie; Kjaergaard, Annemette (ORCID Kjaergaard, Annemette (ORCID 0000-0002-7017-9283); Munk, Kasper (ORCID Munk, Kasper (ORCID 0000-0002-5395-8672)
  • اللغة:
    English
  • المصدر:
    Studies in Higher Education. 2023 48(1):151-173.
  • الموضوع:
    2023
  • نوع التسجيلة:
    Journal Articles
    Information Analyses
  • معلومة اضافية
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • المصدر:
      23
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Literature Reviews; In Person Learning; Blended Learning; Higher Education; Instructional Effectiveness; Learning Activities; College Instruction; Academic Achievement; Learner Engagement; Peer Relationship; Cooperative Learning
    • الرقم المعرف:
      10.1080/03075079.2022.2123911
    • ISSN:
      0307-5079
      1470-174X
    • نبذة مختصرة :
      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.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2023
    • الرقم المعرف:
      EJ1375937