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Blended learning in higher education: the integrated and distributed model and a thematic analysis
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Blended learning in higher education: the integrated and distributed model and a thematic analysis (2024)Blended learning in higher education: the…The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)The PRISMA 2020 statement: an…Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Mapping research in student e…Challenges in the online component of blended learning: A systematic review (2019)Challenges in the online comp…Blended learning: the new normal and emerging technologies (2018)Blended learning: the new nor…Citation-based clustering of publications using CitNetExplorer and VOSviewer (2017)Citation-based clustering of …Measuring student engagement in technology-mediated learning: A review (2015)Measuring student engagement …The experience of three flipped classrooms in an urban university: an exploration of design principles (2014)The experience of three flipp…The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature (2013)The Effectiveness of Online a…Online formative assessment in higher education: A review of the literature (2011)Online formative assessment i…e-Learning, online learning, and distance learning environments: Are they the same? 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(2009)An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021)An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic (2021)Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines (2021)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Global prevalence and burden of depressive and anxiety disorders in 204 countries and territories in 2020 due to the COVID-19 pandemic (2021)PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews (2021)PRISMA-S: an extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews (2021)Researching the community of inquiry framework: Review, issues, and future directions (2007)
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References

  • 2021The PRISMA 2020 statement: an updated guideline for reporting systematic reviews107,380 cited
  • 2004Blended learning: Uncovering its transformative potential in higher education4,566 cited
  • 2017Citation-based clustering of publications using CitNetExplorer and VOSviewer2,677 cited
  • 2005The Handbook of Blended Learning: Global Perspectives, Local Designs2,585 cited
  • 2010e-Learning, online learning, and distance learning environments: Are they the same?2,041 cited
  • 2013The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature1,638 cited
  • 2019Challenges in the online component of blended learning: A systematic review1,293 cited
  • 2011Online formative assessment in higher education: A review of the literature1,267 cited
  • 2018Blended learning: the new normal and emerging technologies1,252 cited
  • 2007Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors1,201 cited
  • 2020Mapping research in student engagement and educational technology in higher education: a systematic evidence map1,084 cited
  • 2015Measuring student engagement in technology-mediated learning: A review1,009 cited
  • 2003Blended Learning Environments: Definitions and Directions.993 cited
  • 2014The experience of three flipped classrooms in an urban university: an exploration of design principles

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934 cited
  • 2009Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework931 cited
  • 2010Blended learning in higher education: Students’ perceptions and their relation to outcomes921 cited
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