A meta-analysis of blended learning and technology use in higher education: from the general to the applied

By Robert M. Bernard, Eugene F. Borokhovski, Richard F. Schmid, Rana M. Tamim, Philip C. Abrami. Journal of Computing in Higher Education, 2014

790 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/77aacc4bc883d243080e8233b908c23e12ed870b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “former tends to attract learners who value flexibility and independence and the latter those who value structure and social presence (Bernard et al., 2014).”
Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “For example, Bernard et al. (2014) argue that structuring online environment with scaffolded learning opportunities and assessment that encourages goal setting, planning, and reflection can increase students’ self-regulation.”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, methodology): “In the meta-analysis by Bernard et al. (2014), the authors integrated 117 effects of 96 studies between 1990 and 2010 comparing blended learning with classroom instruction in higher education.”
A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement (2018, background): “Although there has not been complete agreement among researchers about the precise definition or meaning of the term ‘blended learning’ in particular (Bernard et al., 2014; Chigeza and Halbert, 2014), consensus has still built up around a sense of fairly clear distinctions between the three formats.”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “Bernard et al. (2014) stress that sufficient attention should be paid to the support of cognitive processing when designing BL.”
What Do We Mean by Blended Learning? (2019, background): “Bernard et al. (2014) stated that at least 50% of total course time should be face-to-face in order to be included in their meta-analysis of blended learning and technology use in higher education.”
The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course (2016, background): “In explaining such advantages, researchers point to the flipped classroom facilitating more efficient and autonomous interaction with the material (Snodin, 2013; Yang, 2012), allowing for greater student collaboration in the classroom (Bernard et al., 2014; Johnson & Johnson, 2009), and increased”
Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings (2017, methodology): “The I2 value, “interpreted as the percentage of heterogeneity, out of 100%, that exceeds sampling error” (Bernard et al., 2014, p. 110), was 0, indicating that none of the variability across the studies was due to heterogeneity rather than chance.”
It's not about seat time: Blending, flipping, and efficiency in active learning classrooms (2014, background): “Cognitive support technology, such as simulations and serious games, have also been found to be significantly effective in a blended environment (Bernard et al., 2014).”
Mental Health Smartphone Apps: Review and Evidence-Based Recommendations for Future Developments (2016, positive): “For example, blended learning, which involves blending the use of technology with applied learning in the classroom [226,227], has been shown to deliver superior learning outcomes to traditional teaching methods [228,229].”