Blended Learning in Entrepreneurship Education: A Systematic Literature Review

Christoph Viebig

    Publikation: Bidrag til tidsskriftReview artikelpeer review

    Abstract

    Purpose
    Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.

    Design/methodology/approach
    The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.

    Findings
    The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.

    Originality/value
    The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.
    OriginalsprogEngelsk
    TidsskriftEducation & Training
    Vol/bind64
    Udgave nummer4
    Sider (fra-til)533-558
    Antal sider26
    ISSN0040-0912
    DOI
    StatusUdgivet - 2022

    Bibliografisk note

    Published online: 28 Apr 2022.

    Emneord

    • Entrepreneurship education
    • Blended learning
    • Mode of delivery
    • SLR

    Citationsformater