Blended learning

10
 m

Develop effective learning environments and approaches to student support and guidance

Promote participation in higher education and equality of opportunity for learners

What can I do?

Impact
3
Quality
4
  • Blend in online content and activities — they lead to better learning than only in-person classes
  • Use blended learning especially in STEM courses — the gains there are larger
  • Don't just add content — replace some class time with online work to free up flexibility

What is this about?

Blended learning means mixing online learning with face-to-face classes. For example, students might come to class once a week but complete videos, readings, and quizzes online. In higher education, it’s become popular as a way to give students more flexibility while still providing personal connection and support. The mix can vary, but typically 30–79% of the course is delivered online. It’s seen as a balance between the convenience of online learning and the rich interaction of in-person teaching.

What's the evidence say?

Vo et al. (2017) found a small to moderate effect of blended learning over traditional instruction (g = 0.39) ➕➕➕. The benefit was stronger in STEM disciplines (g = 0.50) than in non-STEM areas (g = 0.21) ➕➕➕. Means et al. (2013) also found that blended learning had a stronger effect (g = 0.35) than either fully online or traditional methods ➕➕➕. A more recent meta-analysis by Cao (2023) confirmed small to moderate gains in learning performance, critical thinking, and communication skills ➕➕➕. However, it found that engagement benefits were less consistent — particularly in the US and China. Another high-quality review (Müller & Mildenberger, 2021) showed that replacing up to 79% of classroom time with online learning produced equivalent or slightly better outcomes ➕➕.

What's the underlying theory?

Blended learning works by giving students more control over how and when they learn, helping them learn more actively. According to Constructivist and Self-Regulated Learning theories, students learn better when they engage with content in different ways and reflect on their progress. Blended formats allow students to pace themselves, revisit tricky content, and benefit from both face-to-face feedback and digital resources. The Community of Inquiry Framework also explains its success — students engage cognitively, socially, and with the teaching presence in both formats.

Where does the evidence come from?

This summary draws on five meta-analyses. The most rigorous was Vo et al. (2017), which analysed 51 effect sizes and included moderator analyses (➕➕➕➕) for quality. Means et al. (2013) also supported blended learning’s advantage (➕➕➕), with 50 effects from 45 studies. Cao (2023) reviewed blended learning globally and confirmed performance and attitude benefits (➕➕➕). Müller & Mildenberger (2021) focused on studies that replaced significant classroom time with online formats and found no negative effects (➕➕➕). Together, the findings are consistent and well-supported by recent, high-quality evidence.

References

Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontiers in Psychology, 14, 1212056. https://doi.org/10.3389/fpsyg.2023.1212056

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.

Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394

Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002

Additional Resources