A Conceptual Framework for Blended Learning: A Systematic Reviews
DOI:
https://doi.org/10.54536/ajet.v5i1.7093Keywords:
Blended learning, Conceptual framework, Higher education, Institutional support, Instructional design, Learner engagement, Systematic review, Teacher developmentAbstract
Blended learning has gained prominence in higher education, yet its effective implementation depends on the interplay of learner, teacher, instructional, and institutional factors. This study aimed to develop a comprehensive framework for blended learning by systematically reviewing recent literature and synthesizing key factors, processes, and outcomes. A systematic review of 37 empirical and theoretical studies published between 2010 and 2025 was conducted following PRISMA guidelines. Studies were screened for relevance, quality, and focus on blended learning in higher education contexts. Data were extracted and thematically analyzed to identify learner-related, teacher-related, instructional design, technological, and institutional factors influencing blended learning adoption and effectiveness. The review revealed that learner engagement, motivation, self-regulation, and digital readiness significantly influence learning outcomes. Teacher-related factors, including pedagogical competence, professional development, and technological confidence, were critical for successful implementation. Instructional design and technological components, such as active learning strategies, collaborative tasks, formative assessment, and multimodal resources, enhanced learning experiences. Institutional and contextual enablers included strategic leadership, governance, infrastructure, and ongoing support, whereas gaps in any dimension constrained adoption. Integrating these factors facilitated a holistic conceptual framework for blended learning, highlighting interdependencies across learners, teachers, instructional design, and institutional contexts. Successful blended learning requires alignment of learner readiness, teacher capacity, effective instructional design, and institutional support. The synthesized framework provides a practical guide for designing, implementing, and sustaining blended learning in higher education.
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