Blended Learning in Higher Education: Defining and Classifying Key Aspects

Abstract

In modern scientific space, there are various approaches to the interpretation of blended learning (BL); however, there is a lack of a single unification of them and a definition of the main components of this form. The goal was to conduct a systematic and bibliometric analysis of scientific publications, identify and classify key aspects of BL implementation, and develop a generalized model with recommendations on the prospects for integration in higher education. A systematic literature review was conducted according to the PRISMA protocol. Data sources included Scopus, Web of Science, Open Alex, etc. VOSviewer was used for bibliometric analysis and visualization. In total, 51 articles were selected for processing and analysis. The analysis demonstrated a steady increase in the number of publications since the early 2000s, with a sharp peak in 2020–2022, which coincided with the COVID-19 pandemic. Bibliometric analysis revealed 11 clusters reflecting the multidimensionality of the discourse: pedagogical strategies and self-regulation, organizational policies, and digital analytics. BL in higher education is an integrated educational model that combines traditional classroom forms with digital online tools, aimed at increasing the flexibility, personalization, and efficiency of the educational process. The developed generalized POСM-BL model combined structural dimensions, support mechanisms, and promising directions (AI, resilience, inclusivity). The study confirmed the multidimensionality of BL, as well as its transformation from a “teaching format” into a strategic paradigm for the development of higher education. The study closed the gaps in the classification of BL aspects.