BLENDED LEARNING: SYSTEMATIC LITERATURE REVIEW IN THE CONTEXT OF COVID19 PANDEMIC

Abstract

This paper examines the concept of blended learning, which combines traditional face-to-face classroom instruction with online learning activities. Blended learning offers a flexible and adaptable educational experience, incorporating the strengths of both traditional and online modalities. The COVID-19 pandemic has emphasized the importance of blended learning by enabling remote learning while maintaining human interaction. The advantages of blended learning, including flexibility, active learning, personalization, and scalability. Various blended learning models, such as the Rotation Model, Flex Model, Self-Blend Model, and Enriched Virtual Model, are used for their unique characteristics. However, blended learning also presents challenges, such as ensuring equitable access to technology, integrating online and face-to-face components effectively, evaluating different models, and implementing best practices. To address these challenges, a systematic literature review was conducted, identifying 12 relevant articles for analysis. The paper explores the advantages of blended learning and highlights challenges related to technology, pedagogy, social interaction, assessment, and institutional support. Potential solutions are proposed, including infrastructure improvement, technical support, instructional design assistance, fostering social presence, and implementing appropriate assessment practices. Overcoming these challenges and implementing suggested solutions can enhance the implementation of blended learning and improve the learning experience for students and educators in higher institutions of learning.