Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024)
Saved in:
| Title: | Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024) |
|---|---|
| Language: | English |
| Authors: | Zexuan Huang, Nurainil Sulaiman, Melor MD Yunus, Xin Li |
| Source: | Electronic Journal of e-Learning. 2026 24(1):138-161. |
| Availability: | Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Intended Audience: | Researchers; Teachers; Policymakers |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Higher Education, Educational Research, Research Needs, Trend Analysis, Bibliometrics, Publications, Information Retrieval, Authors, Research Universities, Technology Uses in Education, Teaching Methods, Geographic Location |
| ISSN: | 1479-4403 |
| Abstract: | This study presents a comprehensive bibliometric analysis of blended learning in higher education (BLHE) research published between 2001 and 2024. Using CiteSpace, 2,125 publications retrieved from the Web of Science Core Collection were analyzed to map the intellectual structure, thematic evolution, and research dynamics of the field. The results indicate a sustained growth in BLHE research since 2013, with peak productivity in 2018 and 2019, reflecting the increasing academic and institutional attention to blended learning in higher education. Conference proceedings emerged as prominent publication venues, underscoring the field's strong orientation toward practice-related innovation and the rapid dissemination of emerging ideas. Document co-citation analysis identified several that have shaped the development of BLHE, with Garrison and Kanuka's (2004) Community of Inquiry framework forming a central theoretical foundation. Cluster analysis revealed 11 major research themes, demonstrating a clear evolution from foundational models of blended learning toward more learner-centered and process-oriented approaches, including blended learning foundations, self-regulated learning, game-based learning, and work-integrated learning. These clusters highlight the multifaceted nature of BLHE research and its integration with various pedagogical approaches and technologies. Our analysis also uncovered several research gaps, including a need for more diverse cultural perspectives, longitudinal studies examining long-term impacts, and research on innovative assessment strategies in blended environments. While the field has made significant progress in understanding BLHE implementation, challenges remain in addressing cultural diversity and long-term effectiveness. This study provides researchers, educators, and policymakers with insights into the field's intellectual structure, emerging trends, and future directions. Beyond mapping research trends, the findings offer practical guidance for e-learning and blended learning practice by informing course design, supporting learner self-regulation, and guiding teacher development, while methodologically advancing the field through CiteSpace-based longitudinal and structural analysis that outlines a clear future research agenda. As blended learning continues to shape higher education, addressing identified research gaps will be crucial for developing more effective, inclusive, and transformative learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497351 |
| Database: | ERIC |
| Abstract: | This study presents a comprehensive bibliometric analysis of blended learning in higher education (BLHE) research published between 2001 and 2024. Using CiteSpace, 2,125 publications retrieved from the Web of Science Core Collection were analyzed to map the intellectual structure, thematic evolution, and research dynamics of the field. The results indicate a sustained growth in BLHE research since 2013, with peak productivity in 2018 and 2019, reflecting the increasing academic and institutional attention to blended learning in higher education. Conference proceedings emerged as prominent publication venues, underscoring the field's strong orientation toward practice-related innovation and the rapid dissemination of emerging ideas. Document co-citation analysis identified several that have shaped the development of BLHE, with Garrison and Kanuka's (2004) Community of Inquiry framework forming a central theoretical foundation. Cluster analysis revealed 11 major research themes, demonstrating a clear evolution from foundational models of blended learning toward more learner-centered and process-oriented approaches, including blended learning foundations, self-regulated learning, game-based learning, and work-integrated learning. These clusters highlight the multifaceted nature of BLHE research and its integration with various pedagogical approaches and technologies. Our analysis also uncovered several research gaps, including a need for more diverse cultural perspectives, longitudinal studies examining long-term impacts, and research on innovative assessment strategies in blended environments. While the field has made significant progress in understanding BLHE implementation, challenges remain in addressing cultural diversity and long-term effectiveness. This study provides researchers, educators, and policymakers with insights into the field's intellectual structure, emerging trends, and future directions. Beyond mapping research trends, the findings offer practical guidance for e-learning and blended learning practice by informing course design, supporting learner self-regulation, and guiding teacher development, while methodologically advancing the field through CiteSpace-based longitudinal and structural analysis that outlines a clear future research agenda. As blended learning continues to shape higher education, addressing identified research gaps will be crucial for developing more effective, inclusive, and transformative learning experiences. |
|---|---|
| ISSN: | 1479-4403 |
