Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education

Resource type
Journal Article
Authors/contributors
Title
Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education
Abstract
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.
Publication
Educational Research Review
Volume
34
Pages
100394
Date
2021-11-01
Journal Abbr
Educational Research Review
Language
en
ISSN
1747-938X
Short Title
Facilitating flexible learning by replacing classroom time with an online learning environment
Accessed
05/04/2022, 20:26
Library Catalogue
ScienceDirect
Citation
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394