Abstract

This research has found that the field of international blended learning (BL) is prepared for stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region has much to offer to the community. Greater collaboration among researchers and practitioners can be profitable regardless of location. In the first article the authors compared the top cited BL articles to understand which articles from each region are the most cited, how the regions compare in terms of citations and which journals publish these highly cited articles. The authors used this data to construct a broad overview of the field as a whole and submit is as partial fulfillment of the literature review requirement. This research was designed by both authors and carried out by the first author with advice from the second author. In the second article the authors delved deeper into the top articles to discover and compare the topics and themes of the top articles on BL from different regions of the world. The authors examined methodological patterns, learner type, level of blend, terms for blending, and research questions in order to understand the research practices and topics of interest within the BL community. This article is also submitted as partial fulfillment of the literature review requirement for a master's degree in Instructional Psychology and Technology. This research was designed by both authors and carried out by the first author with advice from the second author.In the third article the authors sought to take a snapshot of the present state of blended learning. The authors drew conclusions from survey responses and interviews with current blended learning researchers and practitioners focused on BL around the world. This research was designed by both authors and carried out by the first author with advice from the second author and assistance from the third author. The first author conducted all interviews and made final decisions on coding and analysis, with input from the other authors.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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