Published Paper Details:

Blended learning is a new model of learning that combines traditional face-to-face classroom learning with online educational content. In recent years, it's increasingly gained popularity in contemporary educational settings. This review article presents a definition, general framework, historical background, and framework of development of blended learning, particularly focusing on creating a flexible, yet personalized learning environment. The article also discusses specific theoretical frameworks which served as the basis for creating and implementing learning experiences that are described as blended learning, such as theoretical constructs of constructivist learner theories and Technological Pedagogical Content Knowledge (TPACK) framework. In addition the article examined different blended learning models, such as Rotation, Flex, A La Carte, and Enriched Virtual Models, in addition to benefits and challenges. Finally, the article reviews some implementation practices including curriculum redesign, faculty training and those blended learning methods for fostering student or learner engagement. Blended learning research uses an examination of academic achievement outcomes, student engagement, and satisfaction, and the comparison of blended learnings relative to traditional learning as values for effective learning. It also examines obstacles in successful implementation of blended learning (technology, organizational inertia, inequalities and access). The conclusion offers considerations about future blended learning research, including education technology innovations, personalized learning paths, and the need for longitudinal studies and impact evaluations. The review has important implications of educational theory and practice and discover implications for educational practice and policy and highlights the need for further research and collaboration among stakeholders, to maximize the possibilities of blended learning in modern education.