Running head: BLENDED LEARNING: A LITERATURE REVIEW

Blended Learning: A Literature Review

Robinder Kahlon
University of Ontario Institute of Technology

BLENDED LEARNING: A LITERATURE

REVIEW

Blended Learning: A Literature Review

In an analysis of the research conducted on blended learning as a mode of instruction,
several themes emerge: the improvement of student performance as measured by test scores and
retention rates, the impact of collaborative learning activities when incorporated into blended
learning programs, and the increase in learner satisfaction through employment of blended
learning.
Blended learning has been shown to improve student learning outcomes. Hwang (2009)
shows that adding electronic elements to a course, such as Blackboard and an electronic
discussion board forum, enhances test scores. Conversely, an increase in face-to-face
behaviours, with professors in and out of class, or with fellow students, did not have any
significant impact on test results. Hoic-Bozic (2009) also reports that use of the blended
learning model results in an increase in academic achievement as measured by two methods:
increased test scores and decreased dropout rates. Student retention has been seen as a major
obstacle in online courses, and the blended learning model seems to address this issue. However,
Kember (2010) probes deeper into the improved outcomes of blended learning use, proposing
that simply using the electronic format to present information is not enough to positively impact
student learning performance, that course design must include features that engage students in
learning activities or in discussions of content to have the increase performance. In Kembers
study, using a learning management system merely for the purposes of information storage has
no impact on student performance, while use of features which promote dialogue between
students and engage students interactively has a positive impact on student performance.

BLENDED LEARNING: A LITERATURE

REVIEW

Several studies indicate that blended learning is most effective when collaborative
activities are integrated within a course of study. Collaborate activities create a supportive social
environment for students, increase performance, and engage higher-order thinking skills. So
(2007) determines a positive relationship between the collaborative learning activities and a
supportive social environment. Participants described a feeling of connected and closeness with
classmates that increased their motivation to engage in academic activities. So suggests that
structuring a blended learning course with collaborative activities can compensate for the
perceived lack of intimacy of online education. Hoic-Bozics 2009 study showed positive results
from collaborate activities; the LMS employed in the study was unique in that it contained a
group creation algorithm, matching up group members based on their degree of active
participation in the online discussion forum, creating mixed groups. Akyol (2011) found that not
only does collaborative constructivism increase learning outcomes, but specifically increase
higher-order learning outcomes. However, Hwang (2009) demonstrates that competition, rather
than collaboration, can be a motivating factor in electronic participation, thereby leading to
higher test scores. Hwang is aware of a discrepancy in the results of this study compared to
many studies proving the efficacy of the collaborative approach, and suggests that competition
may be more suited to undergraduate students, while collaborate activities may be more suited to
graduate students, who possess greater maturity and more work experience.
The final major theme to emerge from a survey of literature regarding blended learning is
the degree of satisfaction reported by students. Student satisfaction within the blended learning
environment can be attributed to factors influenced by the instructor, such as attitude and course
design, and factors influenced by the student, such as attitude and competence. If an instructor
designs a blended learning course with effective student-to-student and student-to-teacher

BLENDED LEARNING: A LITERATURE

REVIEW

connectivity interaction, learner satisfaction is seen to increase (Wu, 2010). More specifically,
So (2007) determined a positive correlation between the presence of collaborative learning
within a course and learner satisfaction. For learners pursuing a professional degree,
collaborative activities authentically simulate the future work environment for which they are
preparing; therefore a course with many collaborate activities meets these learners expectations,
resulting in high learner satisfaction. Not only can the instructor influence satisfaction through
course design, but also the instructors performance expectations were found to be the single
greatest contributing factor to learner satisfaction (Wu, 2010). Learner characteristics and
attitudes can also determine satisfaction. For example, in Sos study, the learners worked fulltime and had family responsibilities, and therefore appreciated the flexibility of the blended
learning model. Furthermore, students possessing computer competence are more likely to
report satisfaction with blended learning courses, as are students with online course experience
(Wu, 2010).
In conclusion, there several prevalent, linked themes in literature regarding blended
learning: that use of blended learning increase student learning performance relative to
traditional face-to-face learning, the blended learning yields the most benefit when collaborative
activities are integrated into course design, and that blended learning increases learner
satisfaction.

BLENDED LEARNING: A LITERATURE

REVIEW

References
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended
community of inquiry: Assessing outcomes and processes for deep approaches to
learning. British Journal of Educational Technology, 42(2), 233-250.
Hoic-Bozic, N., Mornar, V. & Boticki, I. (2009). A Blended Learning Approach to Course Design
and Implementation. IEEE Transactions On Education, 52(1), 19-30.
Hwang, A., & Arbaugh, J. B. (2009). Seeking feedback in blended learning: competitive versus
cooperative student attitudes and their links to learning outcome. Journal of Computer
Assisted Learning, 25 280-293.
Kember, D., McNaught, C, Chong, F. C. Y., Lam, P. & Cheng, K. F. (2010). Understanding the
ways in which design features of educational websites impact upon student learning
outcomes in blended learning environments. Computers & Education, 55, 1183-1192.
So, H., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and
satisfaction in a blended learning environment: Relationships and critical factors.
Computers & Education, 51(1), 318-336.
Wu, J., Tennyson R. D. & Hsia, T. (2010). A study of student satisfaction in a blended e-learning
system environment. Computers & Education, 55, 155-164.