A Systematic Literature Review of Experimental Evidence on Face-to-face Components of Blended Learning in Higher Education

Blended learning offers a key avenue through which digital technology can enhance higher education. However, the success of blended learning courses rests not only on their digital components but also on the quality of the face-to-face activities. In this systematic review, we contribute to the ongoing discussion of challenges and advantages of blended learning by focusing on the pedagogical capabilities of its face-to-face components. We examine
evidence from 103 experimental studies within higher education settings on what makes face-to-face components of blended learning efficacious. We synthesize the available evidence by mapping reported connections between pedagogical aspirations, face-to-face activities and blended learning outcomes. We discuss how robust insights about these connections can inform the integration of digital and face-to-face components. Moreover, we provide methodological and conceptual directions for future research which can ensure
that our current understanding of the digital integrates with new insights about the capabilities of the face-to-face modality.