Options
A systematic review on evaluation standards of blended learning and teaching: Trends, gaps and future directions
Date Issued
2023
Citation
Zhao, H., Fan, P., She, X., Dos Santos, L. M., Zhou, Y., Chen, Y., Lo, H. F., Wu, J., Guo, T., & Kwee, C. T. T. (2023 Jul 5). A systematic review on evaluation standards of blended learning and teaching: Trends, gaps and future directions. 2023 International Conference on Open and Innovative Education, Hong Kong.
Type
Conference Paper
Abstract
Blended Learning is one of contemporary teaching modes in higher education to promote equity and high-quality education for all, especially during the COVID-19 pandemic. Although BL has existed for over a decade, the evaluation of BL has still not been fully explored with reference to the present studies. Based on the CIPP (context, input, process and product) evaluation model, the study was guided by the following research questions.
RQ1. What are the trends of blended learning and teaching evaluation research in: publication year, geographic region and publication venue? RQ2. What are the covered subject areas in BL and teaching evaluation research? RQ3. How is the CIPP evaluation model applied in the present BL and teaching research? RQ4. What are the efficient evaluation aspects of BL and teaching, as well as the associated challenges?
An extensive search for research articles was undertaken in the most common and highly valued electronic databases— Web of Science, Scopus, and Google Scholar—using the search strings. In the initial phase, the search strings referred to blended learning, blended teaching, and CIPP evaluation. With some strict exclusion standards, the full texts of the remaining papers were fully screened. In addition, this study was restricted to papers published in journals, to ensure high-quality papers. Finally, 50 eligible research studies remained for inclusion in the systematic review.
This paper divided the evaluation dimensions into four parts adapted from the CIPP evaluation framework. The obtained findings highlight that BL and teaching evaluation was mostly investigated in higher education and targeted students from medical majors initially. Additionally, most of the BL research is coming from developed countries, calling for cross-collaboration to facilitate BL adoption in developing countries in particular. Different evaluation methods were employed in line with the corresponding teaching approaches and subjects. Some crucial evaluation aspects are worth noting in the BL and teaching. Furthermore, a lack of ICT skills and infrastructure in the context dimension is the most frequently encountered challenge in this field to achieve equity of education across the globe.
Although the evaluation of the blended teaching method is not a new topic in higher education, only a few earlier studies focused on this point before the pandemic. Scholars are emphasizing the current challenges encountered in the teaching and learning process in recent years. The findings of this study offer more enlightenment and suggestions on the design, evaluation, and implementation of BL and a measuring guide for teaching competition judges. Also, the results outline the future trends and developments for university leaders and department heads and for facilitating the adoption of BL and teaching.
RQ1. What are the trends of blended learning and teaching evaluation research in: publication year, geographic region and publication venue? RQ2. What are the covered subject areas in BL and teaching evaluation research? RQ3. How is the CIPP evaluation model applied in the present BL and teaching research? RQ4. What are the efficient evaluation aspects of BL and teaching, as well as the associated challenges?
An extensive search for research articles was undertaken in the most common and highly valued electronic databases— Web of Science, Scopus, and Google Scholar—using the search strings. In the initial phase, the search strings referred to blended learning, blended teaching, and CIPP evaluation. With some strict exclusion standards, the full texts of the remaining papers were fully screened. In addition, this study was restricted to papers published in journals, to ensure high-quality papers. Finally, 50 eligible research studies remained for inclusion in the systematic review.
This paper divided the evaluation dimensions into four parts adapted from the CIPP evaluation framework. The obtained findings highlight that BL and teaching evaluation was mostly investigated in higher education and targeted students from medical majors initially. Additionally, most of the BL research is coming from developed countries, calling for cross-collaboration to facilitate BL adoption in developing countries in particular. Different evaluation methods were employed in line with the corresponding teaching approaches and subjects. Some crucial evaluation aspects are worth noting in the BL and teaching. Furthermore, a lack of ICT skills and infrastructure in the context dimension is the most frequently encountered challenge in this field to achieve equity of education across the globe.
Although the evaluation of the blended teaching method is not a new topic in higher education, only a few earlier studies focused on this point before the pandemic. Scholars are emphasizing the current challenges encountered in the teaching and learning process in recent years. The findings of this study offer more enlightenment and suggestions on the design, evaluation, and implementation of BL and a measuring guide for teaching competition judges. Also, the results outline the future trends and developments for university leaders and department heads and for facilitating the adoption of BL and teaching.
Availability at HKSYU Library
