Four key challenges to the design of blended learning: A systematic literature review
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“Consequently, setbacks are regarded not as setbacks but rather as invaluable prospects for growth and enhancement, echoing the sentiment expounded by Boelens et al. (2017).”
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“Within this evolving context, blended learning has emerged as a powerful pedagogical approach, integrating digital tools with experiential strategies such as industrial visits and expert interactions to deepen student engagement, flexibility, and autonomy [3, 4].”
- Authors
- Boelens, R., De Wever, B., & Voet, M.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Boelens, Ruth
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2017-11
- Volume
- 22
- Pages
- 1-18
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2624448409
- Cited by
- 698
- References
- 72
- Citations by year
- 2026: 78 · 2025: 72 · 2024: 74 · 2023: 125 · 2022: 112 · 2021: 93 · 2020: 71 · 2019: 47 · 2018: 22 · 2017: 4
- FWCI
- 14.98
- Type
- journal article
- Language
- en
- Open access
- green
- biblio.ugent.be
- Licence
- Locations
- Educational Research Review (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion, other-oa)
- Funders
- Agency for Science and Technology (SBO 140029)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- blended learning, instructional design, flexibility, social interaction, student learning process, learner control, online learning activities, face-to-face teaching, personalized learning
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