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ILlrE
The use of blended learning environments in higher education has rapidly increased in the 21st centu. Tools and
techniques that initially were used in experimental distance education courses are today part of mainstream
education with blended learning as a continuum between traditional face-to-face teaching and pure online courses.
In this wide variety of course design there are success stories, but at the same time examples with low pass rates
and poor learning outcomes.
The research question for the study is: Which aspects have to be considered in the design and implementation of
blended learning in higher education? To answer this question, 15 selected publications were analysed in a I iterature
review with the aim to identify important and critical factors when implementing blended learning in higher education.
As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors
and Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in a
comprehensive structure. One conclusion is that blended learning today can be seen as a mature educational
concept still in need of redesign. Problems that were reported two decades ago are now combined with other more
recently identified critical factors. The presented categories and perspectives might be valuable as a checklist for
implementations of blended learning and hopefully a useful base for further research in the field of blended learning.
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