Keywords

blended learning, hybrid learning, technology-mediated teaching, online and face-to-face instruction, impact, research trends

Abstract

Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.

Original Publication Citation

Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. Internet and Higher Education, 20, 20–34. doi:10.1016/j.iheduc.2013.09.004

Document Type

Peer-Reviewed Article

Publication Date

2014

Publisher

Internet and Higher Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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