Blended Learning: Learning Outcomes, Class Dynamics, and Perceptions of Students and Teachers- A Systematic Literature Review

Abstract

Blended learning combines learning media, a pedagogical approach, or traditional face-to-face learning and a web-based online approach. This article reports the results of a literature review on the effects of using blended learning and, more specifically, how blended learning affects learning outcomes, class dynamics, and student and teacher perceptions. The articles published from 2010 to April 2021 were searched using Harzing's Publish and Perish through the Scopus and Google Scholar databases. The systematic review followed the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines. The literature review included 31 studies on the implementation of blended learning in South Africa, the United States, Australia, China Mainland, Indonesia, Iran, Japan, Canada, Korea, Malaysia, New Zealand, Norway, Palestine, Philippines, Spain, Taiwan of China, Tanzania, Uganda, and Jordan. The main conclusion is derived from blended learning that can positively affect learning outcomes, class dynamics, and student and teacher perceptions. It is seen from technological advancement and the teacher’s innovative method to developing students’ interest and motivation in the teaching and learning process. On the other hand, there are findings that state the negative impact of blended learning on class dynamics, students who do not interact with the teachers and other students. In addition, the teacher also has limitations in monitoring students in blended learning. The obstacle to blended learning comes from the teacher’s understanding and skill in using ICT and the ineffectiveness of infrastructure to apply blended learning.