Developments and Emerging Trends of Blended Learning: A Document Co-citation Analysis (2003–2020)

Abstract

This study aims to analyze and visualize the research hotspots, evolution, and emerging trends of blended learning in a holistic way. In this study, 1657 biblio-metric records together with 48310 citations are collected from SCIE, SSCI and A&HCI databases. CiteSpace is adopted in the analysis and visualization. Results show: enhancing collaborative learning, pattern, and teacher training are the re-search hotspots in Period I, instructor perception, possible future direction, and research trend are the research hotspots in Period II, general science classroom, blended learning environment, and measuring student engagement are the re-search hotspots in Period III; the themes of covid-19 remain similar along the de-velopment, while the themes of digital health education change a lot; blended learning environment, online component, covid-19 pandemic, procrastinating be-havior, active blended learning, and observed learning orientation are the emerg-ing trends. These findings could provide research directions for future studies in blended learning.

How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review

“…Of these 489 reviews, 17 included some reference to stress [ 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 ] but none mentioned burnout. Likewise, 5 considered teachers [ 71 , 76 , 77 , 78 ], with 3 of them focusing on university teachers [ 71 , 77 , 78 , 79 , 80 ] and the other 2 on the use of learning through ICT [ 77 , 80 ]. None of the available reviews analysed the role of stress and/or burnout in teachers.…”

Blended learning for teacher training: benefits, challenges, and recommendations

“…Аналiз вибiрки надав змогу виокремити основнi напрями дослiджень (рис. 1): рефлексивний огляд власного досвiду впровадження BL [1,19,28], кiлькiсний та якiсний аналiзи щодо певних аспектiв упровадження BL [2-4, 7, 9, 10, 12, 13, 16-18, 21, 23-26, 30, 33-35, 38], систематичнi огляди з даної тематики [5,31,37]. З iншого боку, можна визначити дослiдження, що проводились як з майбутнiми вчителями [2, 3, 9, 12, 13, 17-19, 21, 23-26, 28, 30, 33-36], так i вже з педагогами-практиками [1,4,6,7,10,16,29,38].…”

Evaluating blended learning effectiveness: an empirical study from undergraduates’ perspectives using structural equation modeling

“…Moreover, it should be noted that students, teachers, and educational institutions may lack BL experience and therefore they are not sufficiently prepared (such as technology access) to implement BL methods or focus on the efficiency of BL initiatives ( Xiao, 2016 ; Liliana, 2018 ; Adnan and Anwar, 2020 ). Another big concern is that BL practice is hard to evaluate because there are few standardized BL criteria ( Yan and Chen, 2021 ; Zhang et al, 2022 ). In addition, a number of studies have concluded there was no significant contribution of BL in terms of student performance and test scores, compared to traditional learning environments ( U.S. Department of Education, 2009 ).…”