Contents introduction Chapter I. The theoretical analysis of Blended learning

CHAPTER I. THE THEORETICAL ANALYSIS OF BLENDED LEARNING

1. 
   The development of Blended Learning in higher education
   

Blended learning is a teaching approach that combines face-to-face instruction with online learning activities. This approach has become increasingly popular in higher education due to its flexibility and ability to cater to different learning styles. The purpose of this literature review is to explore the development of blended learning in higher education and its impact on student learning outcomes.
One of the earliest studies on blended learning in higher education was conducted by Garrison and Kanuka (2004). The study found that blended learning had a positive impact on student learning outcomes, particularly when it came to critical thinking and problem-solving skills. The authors also noted that blended learning had a positive impact on student motivation and engagement.
Since then, numerous studies have been conducted on the development of blended learning in higher education. A study by Graham et al. (2013) found that blended learning was most effective when it was designed to support a community of inquiry. The authors noted that this approach encouraged collaboration and communication among students, which in turn led to higher levels of engagement and improved learning outcomes.
Another important development in blended learning has been the integration of online tools and resources. A study by Hew and Cheung (2014) found that the use of online resources such as discussion forums, online quizzes, and video lectures had a positive impact on student learning outcomes. The authors noted that these tools provided students with opportunities for self-directed learning and helped to facilitate collaboration among students.
Despite the benefits of blended learning, there are also challenges associated with its implementation. A study by Oliver and Trigwell (2005) found that instructors faced challenges in designing and delivering blended learning courses, particularly in ensuring that students had access to the necessary technology and resources. The authors also noted that instructors needed to be trained in the use of online tools and resources to effectively integrate them into their teaching practice.
The development of blended learning in higher education has had a significant impact on student learning outcomes. The integration of online tools and resources has provided students with opportunities for self-directed learning and collaboration, while the flexibility of blended learning has allowed for a more personalized learning experience. However, challenges remain in the implementation of blended learning, particularly in ensuring that students have access to the necessary technology and resources. Further research is needed to explore the most effective approaches to designing and delivering blended learning courses in higher education.
This type of learning has become popular so it leads us to analyze its opportunities and drawbacks. The flexibility and convenience of online learning, combined with the benefits of face-to-face interaction, have led many educators to adopt this approach. However, like any educational model, blended learning has its drawbacks and opportunities.
Drawbacks of Blended Learning
Technology challenges
One of the biggest challenges of blended learning is technology. Many students and educators may not have access to reliable internet connections, devices, or software. Technical difficulties can lead to frustration, disruptions in learning, and a lack of engagement. Additionally, the cost of technology can be prohibitive, particularly for low-income students and schools.
Lack of student motivation
Blended learning requires a high degree of self-motivation and discipline from students. Without the structure and accountability of traditional classroom settings, some students may struggle to stay motivated and engaged. Moreover, the lack of immediate feedback from instructors may hinder student progress and discourage them from continuing with the course.
Difficulty in maintaining a sense of community
Blended learning can lead to a sense of isolation for some students. Without regular face-to-face interaction with peers and instructors, students may feel disconnected from the class and disengaged from the material. Moreover, the lack of community can make it challenging to collaborate on group projects or engage in discussions, which are crucial components of the learning process(Graham, 2013).
In addition, other studies also highlight the importance of the social presence of instructors (Goeman et al., 2020; Law et al., 2019; Lowenthal & Snelson, 2017) and the creation of an affective learning climate (Caskurlu et al., 2021; McKenna et al., 2020). These aspects should help reduce social isolation (Gillett-Swan, 2017) in the online part of blended learning. Further studies (Caskurlu et al., 2021; Ellis et al., 2016; Han & Ellis, 2019; Heilporn et al., 2021) have also identified course structure and guidance as important design factors in blended learning. These last factors, in particular, depend strongly on the teacher’s commitment and understanding of their role. However, implementing a new blended learning format is challenging and time-consuming for instructors and may also provoke resistance (Bruggeman et al., 2021; Huang et al., 2021). Accordingly, plausible motives need to be presented as to why these changes are necessary, and incentives are required to engage lecturers (Andrade & Alden-Rivers, 2019).