The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a comparatively more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborated studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students' learning experience. It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (for example, face-to-face and on-line) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students' learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation.

http://www.anitacrawley.net/Resources/Articles/Bliuc2007.pdf

Research focus and methodological choices in studies into students' experiences of blended learning in higher education

http://biblio.ugent.be/publication/8526490/file/8526491.pdf

Four key challenges to the design of blended learning: A systematic literature review

BACKGROUND AND DEFINITION OF BLENDED LEARNING
Discussion of blending learning (BL) is appearing with increased frequency in both the 
scholarly literature and the popular press. A 2011 literature search by the author found 
close to 200 dissertations and hundreds of journal articles on the topic (Halverson, Graham, Spring, & Drysdale, 2012). It has also been identifi ed by the American Society for 
Training and Development as a top trend in the knowledge delivery industry (Rooney, 
2003). Historically, blended learning was predominantly found in corporate and higher 
education contexts, but its use is now increasingly found in K-12 education (Picciano, 
Seaman, Shea, & Shaw 2012; Staker et al., 2011). Its use in higher education has grown 
rapidly and is predicted to become the “new traditional model” (Ross & Gage, 2006, p. 
167) or the “new normal” in course delivery (Norberg, Dziuban, & Moskal, 2011, p. 207). 
A 2008 report sponsored by the North American Council for Online Learning (NACOL) 
stated, “Blended learning is likely to emerge as the predominant model of the future” 
(Watson, 2008, p. 3).

Emerging Practice and Research in Blended Learning

The undergraduate experience of blended e-learning: a review of UK literature and practice

ICT or Information and Communication Technology has pervaded the fields of education. In recent years the term “e-learning” has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the “Blended learning” phenomenon. However, the preference on this new method has been debated quite extensively. The aim of this paper is to investigate the advantages of blended learning over face-to-face instruction through reviews of related literature. The present survey revealed that blended learning is more favorable than pure e-learning and offers many advantages for learners like producing a sense of community or belonging. This study concludes that blended learning can be considered as an efficient approach of distance learning in terms of students’ learning experience, student-student interaction as well as student-instructor interaction and is likely to emerge as the predominant education model in the future.

pdf/blended-learning-or-e-learning-3kdcirited.pdf

Blended Learning or E-Learning?

This paper considers the challenges faced by those seeking to design effective blended learning. Using a 2-year case study involving cohorts of approximately 200 students, it demonstrates how Anthony Giddens' structuration theory can provide a metaframework for assisting educational designers in creating coherent blended learning experiences that reinforce intended learning outcomes. It calls for educational designers to be sensitive to both their audience and the unintended and unanticipated consequences of their actions and shows how a holistic annual review framework can reinforce or suppress emergent behaviour through unit development.

The structuration of blended learning: putting holistic design principles into practice

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The structuration of blended learning: putting holistic design principles into practice