Develop effective learning environments and approaches to student support and guidance
Promote participation in higher education and equality of opportunity for learners
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.
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 ➕➕.
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.
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
