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A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review

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  • Mark Poirier

    (Parenting and Special Education Research Unit, Katholieke Universiteit Leuven, Leuven, Belgium)

  • Jeremy M. Law

    (School of Interdisciplinary Studies, College of Social Science, University of Glasgow, Glasgow, UK)

  • Anneli Veispak

    (Tallinn University, Tallinn, Estonia)

Abstract

In an effort to highlight the need for, and lack of, quality empirical research in K-12 blended learning environments, this systematic narrative review investigated and reported on the quantity and quality of recent empirical research in K-12 blended learning, published between 2009 and February 2017. In addition to assessing the quality and scope of these studies, the effectiveness of blended learning environments on learning outcomes and potential contributing variables were discussed. Eleven articles were identified and found to meet the inclusionary criteria and measures of quality set by this review, extending the corpus of 5 articles identified by a previous 2009 meta-analysis commissioned by the U.S. Department of Education to 16. Mixed findings regarding the benefit of blended learning in a K-12 setting were reported across the literature, thereby highlighting the need for more extensive research in this domain.

Suggested Citation

  • Mark Poirier & Jeremy M. Law & Anneli Veispak, 2019. "A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 11(4), pages 1-14, October.
    • Handle: RePEc:igg:jmbl00:v:11:y:2019:i:4:p:1-14
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