Trends and Themes Analysis in Blended Learning Between China and International Education Research

Lin Wang; Yanfen Huang

doi:doi:10.11648/j.si.20221004.15

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Trends and Themes Analysis in Blended Learning Between China and International Education Research

Lin Wang, Yanfen Huang

Published in Science Innovation (Volume 10, Issue 4)

Received: 13 July 2022 Accepted: 27 July 2022 Published: 29 July 2022

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Abstract

With the maturity of network technology and the growth of people's demand for high-quality education, blended learning becomes one of the research directions of educational technology with potential in the information-based education reform process. TThis literature review aims to compare the differences and commonalities between the research trends, theoretical backgrounds, and research themes of blended learning in Chinese and international journals. For this reason, the final samples include 395 English documents collected in Web of Science (WOS) and SCOPUS and 179 Chinese documents collected in China Academic Journals (CNKI). This literature review used various tools to achieve comparative analysis. The contents showed different aspects of blended learning research, such as the theoretical background, implementation framework, curriculum, learning satisfaction, inquiry community, and student experience of blended learning. Finally, the conclusions of realizing the objective of this literature review proposed: the research of BL will keep its research heat, and the number of related articles shows the trend of growth. The theoretical background is different in terms of definition and implementation framework, but there is consensus on the nature of blended learning. Research topics have the same focus, such as in blended learning environments, online learning, motivation and motivation regulation, and academic performance. And related studies are complementary to each other. However, there are significant differences between flipped classroom research and the application of technology in blended learning.

Published in	Science Innovation (Volume 10, Issue 4)
DOI	10.11648/j.si.20221004.15
Page(s)	129-136
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Blended Learning, Multidimensional Scale Analysis, Educational Research

References

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Lin Wang, Yanfen Huang. (2022). Trends and Themes Analysis in Blended Learning Between China and International Education Research. Science Innovation, 10(4), 129-136. https://doi.org/10.11648/j.si.20221004.15

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Lin Wang; Yanfen Huang. Trends and Themes Analysis in Blended Learning Between China and International Education Research. Sci. Innov. 2022, 10(4), 129-136. doi: 10.11648/j.si.20221004.15

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Lin Wang, Yanfen Huang. Trends and Themes Analysis in Blended Learning Between China and International Education Research. Sci Innov. 2022;10(4):129-136. doi: 10.11648/j.si.20221004.15

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@article{10.11648/j.si.20221004.15,
  author = {Lin Wang and Yanfen Huang},
  title = {Trends and Themes Analysis in Blended Learning Between China and International Education Research},
  journal = {Science Innovation},
  volume = {10},
  number = {4},
  pages = {129-136},
  doi = {10.11648/j.si.20221004.15},
  url = {https://doi.org/10.11648/j.si.20221004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20221004.15},
  abstract = {With the maturity of network technology and the growth of people's demand for high-quality education, blended learning becomes one of the research directions of educational technology with potential in the information-based education reform process. TThis literature review aims to compare the differences and commonalities between the research trends, theoretical backgrounds, and research themes of blended learning in Chinese and international journals. For this reason, the final samples include 395 English documents collected in Web of Science (WOS) and SCOPUS and 179 Chinese documents collected in China Academic Journals (CNKI). This literature review used various tools to achieve comparative analysis. The contents showed different aspects of blended learning research, such as the theoretical background, implementation framework, curriculum, learning satisfaction, inquiry community, and student experience of blended learning. Finally, the conclusions of realizing the objective of this literature review proposed: the research of BL will keep its research heat, and the number of related articles shows the trend of growth. The theoretical background is different in terms of definition and implementation framework, but there is consensus on the nature of blended learning. Research topics have the same focus, such as in blended learning environments, online learning, motivation and motivation regulation, and academic performance. And related studies are complementary to each other. However, there are significant differences between flipped classroom research and the application of technology in blended learning.},
 year = {2022}
}

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TY  - JOUR
T1  - Trends and Themes Analysis in Blended Learning Between China and International Education Research
AU  - Lin Wang
AU  - Yanfen Huang
Y1  - 2022/07/29
PY  - 2022
N1  - https://doi.org/10.11648/j.si.20221004.15
DO  - 10.11648/j.si.20221004.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
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EP  - 136
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20221004.15
AB  - With the maturity of network technology and the growth of people's demand for high-quality education, blended learning becomes one of the research directions of educational technology with potential in the information-based education reform process. TThis literature review aims to compare the differences and commonalities between the research trends, theoretical backgrounds, and research themes of blended learning in Chinese and international journals. For this reason, the final samples include 395 English documents collected in Web of Science (WOS) and SCOPUS and 179 Chinese documents collected in China Academic Journals (CNKI). This literature review used various tools to achieve comparative analysis. The contents showed different aspects of blended learning research, such as the theoretical background, implementation framework, curriculum, learning satisfaction, inquiry community, and student experience of blended learning. Finally, the conclusions of realizing the objective of this literature review proposed: the research of BL will keep its research heat, and the number of related articles shows the trend of growth. The theoretical background is different in terms of definition and implementation framework, but there is consensus on the nature of blended learning. Research topics have the same focus, such as in blended learning environments, online learning, motivation and motivation regulation, and academic performance. And related studies are complementary to each other. However, there are significant differences between flipped classroom research and the application of technology in blended learning.
VL  - 10
IS  - 4
ER  -

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Author Information

Lin Wang

Faculty of Educational Science, Zhaoqing University, Zhaoqing, China
Yanfen Huang

Faculty of Teacher Education, Zhaoqing University, Zhaoqing, China

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APA Style

Lin Wang, Yanfen Huang. (2022). Trends and Themes Analysis in Blended Learning Between China and International Education Research. Science Innovation, 10(4), 129-136. https://doi.org/10.11648/j.si.20221004.15

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ACS Style

Lin Wang; Yanfen Huang. Trends and Themes Analysis in Blended Learning Between China and International Education Research. Sci. Innov. 2022, 10(4), 129-136. doi: 10.11648/j.si.20221004.15

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Lin Wang, Yanfen Huang. Trends and Themes Analysis in Blended Learning Between China and International Education Research. Sci Innov. 2022;10(4):129-136. doi: 10.11648/j.si.20221004.15

Copy | Download

@article{10.11648/j.si.20221004.15,
  author = {Lin Wang and Yanfen Huang},
  title = {Trends and Themes Analysis in Blended Learning Between China and International Education Research},
  journal = {Science Innovation},
  volume = {10},
  number = {4},
  pages = {129-136},
  doi = {10.11648/j.si.20221004.15},
  url = {https://doi.org/10.11648/j.si.20221004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20221004.15},
  abstract = {With the maturity of network technology and the growth of people's demand for high-quality education, blended learning becomes one of the research directions of educational technology with potential in the information-based education reform process. TThis literature review aims to compare the differences and commonalities between the research trends, theoretical backgrounds, and research themes of blended learning in Chinese and international journals. For this reason, the final samples include 395 English documents collected in Web of Science (WOS) and SCOPUS and 179 Chinese documents collected in China Academic Journals (CNKI). This literature review used various tools to achieve comparative analysis. The contents showed different aspects of blended learning research, such as the theoretical background, implementation framework, curriculum, learning satisfaction, inquiry community, and student experience of blended learning. Finally, the conclusions of realizing the objective of this literature review proposed: the research of BL will keep its research heat, and the number of related articles shows the trend of growth. The theoretical background is different in terms of definition and implementation framework, but there is consensus on the nature of blended learning. Research topics have the same focus, such as in blended learning environments, online learning, motivation and motivation regulation, and academic performance. And related studies are complementary to each other. However, there are significant differences between flipped classroom research and the application of technology in blended learning.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Trends and Themes Analysis in Blended Learning Between China and International Education Research
AU  - Lin Wang
AU  - Yanfen Huang
Y1  - 2022/07/29
PY  - 2022
N1  - https://doi.org/10.11648/j.si.20221004.15
DO  - 10.11648/j.si.20221004.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 129
EP  - 136
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20221004.15
AB  - With the maturity of network technology and the growth of people's demand for high-quality education, blended learning becomes one of the research directions of educational technology with potential in the information-based education reform process. TThis literature review aims to compare the differences and commonalities between the research trends, theoretical backgrounds, and research themes of blended learning in Chinese and international journals. For this reason, the final samples include 395 English documents collected in Web of Science (WOS) and SCOPUS and 179 Chinese documents collected in China Academic Journals (CNKI). This literature review used various tools to achieve comparative analysis. The contents showed different aspects of blended learning research, such as the theoretical background, implementation framework, curriculum, learning satisfaction, inquiry community, and student experience of blended learning. Finally, the conclusions of realizing the objective of this literature review proposed: the research of BL will keep its research heat, and the number of related articles shows the trend of growth. The theoretical background is different in terms of definition and implementation framework, but there is consensus on the nature of blended learning. Research topics have the same focus, such as in blended learning environments, online learning, motivation and motivation regulation, and academic performance. And related studies are complementary to each other. However, there are significant differences between flipped classroom research and the application of technology in blended learning.
VL  - 10
IS  - 4
ER  -

Copy | Download