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

Kasper Munk, Julie Buhl-Wiggers, Annemette Kjærgaard

Research output: Contribution to conferenceConference abstract for conferenceResearch


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.
Original languageEnglish
Publication date24 Aug 2020
Number of pages4
Publication statusPublished - 24 Aug 2020
EventEARLI 2020: Instructional Design and Technology: From the Lab to the Classroom - www, Tübingen, Germany
Duration: 24 Aug 202025 Aug 2020


ConferenceEARLI 2020

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