“…It has been determined that studies on blended learning, which is based on the principle of integrated distance and face-to-face education, have been conducted with different purposes, methods and samples. In this context, studies on blended learning environment (Dağ, 2011;Gürdoğan, 2019;Hiğde & Aktamış, 2021;Sungur Alhan & Şimşek, 2020;Ünsal, 2010;Yolcu, 2015), the effect of blended learning on academic achievement, attitude and motivation (Al-Obaydi, 2023;Ali et al, 2023;Ceyla, 2015;Çetin & Özdemir, 2018;Çetinkaya, 2017;Guo et al, 2023;Gürdoğan & Bağ, 2020;Hiğde & Aktamış, 2021;Korkmaz & Kadirhan, 2020;Mutlu Bilgin, 2020;Sarıtepeci & Çakır, 2014;Sarıtepeci & Çakır, 2015), opinion on blended learning (Dikmenli & Ünaldı, 2013;Gürer, 2022;Kumar et al, 2021), meta-analysis and meta synthesis based on blended learning studies (Batdı, 2014;Bizami et al, 2023;Buhl Wiggers et al, 2023;Çırak Kurt et al, 2018;Rasheed et al, 2020;Supriyadi et al, 2023;Suryono et al, 2023;Topkaya et al, 2023;Xu et al, 2023), book on blended learning (Glazer, 2023;Gülbahar et al, 2020), scale development on blended learning (Yılmaz & Bulut, 2023). It was determined that the studies were mostly about academic achievement, attitude and organisation of blended learning environment.…”