Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024).
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| Title: | Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024). |
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| Authors: | Huang, Zexuan1 p130386@siswa.ukm.edu.my, Sulaiman, Nurainil1 nurainil@ukm.edu.my, MD Yunus, Melor1 melor@ukm.edu.my, Li, Xin1 p119469@siswa.ukm.edu.my |
| Source: | Electronic Journal of e-Learning. 2026, Vol. 24 Issue 1, p138-161. 24p. |
| Subject Terms: | *Blended learning, *Higher education, *Self-regulated learning, *Bibliometrics |
| Abstract: | This study presents a comprehensive bibliometric analysis of blended learning in higher education (BLHE) research published between 2001 and 2024. Using CiteSpace, 2,125 publications retrieved from the Web of Science Core Collection were analyzed to map the intellectual structure, thematic evolution, and research dynamics of the field. The results indicate a sustained growth in BLHE research since 2013, with peak productivity in 2018 and 2019, reflecting the increasing academic and institutional attention to blended learning in higher education. Conference proceedings emerged as prominent publication venues, underscoring the field's strong orientation toward practice-related innovation and the rapid dissemination of emerging ideas. Document co-citation analysis identified several that have shaped the development of BLHE, with Garrison and Kanuka's (2004) Community of Inquiry framework forming a central theoretical foundation. Cluster analysis revealed 11 major research themes, demonstrating a clear evolution from foundational models of blended learning toward more learner-centered and process-oriented approaches, including blended learning foundations, self-regulated learning, game-based learning, and work-integrated learning. These clusters highlight the multifaceted nature of BLHE research and its integration with various pedagogical approaches and technologies. Our analysis also uncovered several research gaps, including a need for more diverse cultural perspectives, longitudinal studies examining long-term impacts, and research on innovative assessment strategies in blended environments. While the field has made significant progress in understanding BLHE implementation, challenges remain in addressing cultural diversity and long-term effectiveness. This study provides researchers, educators, and policymakers with insights into the field's intellectual structure, emerging trends, and future directions. Beyond mapping research trends, the findings offer practical guidance for e-learning and blended learning practice by informing course design, supporting learner self-regulation, and guiding teacher development, while methodologically advancing the field through CiteSpace-based longitudinal and structural analysis that outlines a clear future research agenda. As blended learning continues to shape higher education, addressing identified research gaps will be crucial for developing more effective, inclusive, and transformative learning experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191559159 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huang%2C+Zexuan%22">Huang, Zexuan</searchLink><relatesTo>1</relatesTo><i> p130386@siswa.ukm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Sulaiman%2C+Nurainil%22">Sulaiman, Nurainil</searchLink><relatesTo>1</relatesTo><i> nurainil@ukm.edu.my</i><br /><searchLink fieldCode="AR" term="%22MD+Yunus%2C+Melor%22">MD Yunus, Melor</searchLink><relatesTo>1</relatesTo><i> melor@ukm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Xin%22">Li, Xin</searchLink><relatesTo>1</relatesTo><i> p119469@siswa.ukm.edu.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+e-Learning%22">Electronic Journal of e-Learning</searchLink>. 2026, Vol. 24 Issue 1, p138-161. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study presents a comprehensive bibliometric analysis of blended learning in higher education (BLHE) research published between 2001 and 2024. Using CiteSpace, 2,125 publications retrieved from the Web of Science Core Collection were analyzed to map the intellectual structure, thematic evolution, and research dynamics of the field. The results indicate a sustained growth in BLHE research since 2013, with peak productivity in 2018 and 2019, reflecting the increasing academic and institutional attention to blended learning in higher education. Conference proceedings emerged as prominent publication venues, underscoring the field's strong orientation toward practice-related innovation and the rapid dissemination of emerging ideas. Document co-citation analysis identified several that have shaped the development of BLHE, with Garrison and Kanuka's (2004) Community of Inquiry framework forming a central theoretical foundation. Cluster analysis revealed 11 major research themes, demonstrating a clear evolution from foundational models of blended learning toward more learner-centered and process-oriented approaches, including blended learning foundations, self-regulated learning, game-based learning, and work-integrated learning. These clusters highlight the multifaceted nature of BLHE research and its integration with various pedagogical approaches and technologies. Our analysis also uncovered several research gaps, including a need for more diverse cultural perspectives, longitudinal studies examining long-term impacts, and research on innovative assessment strategies in blended environments. While the field has made significant progress in understanding BLHE implementation, challenges remain in addressing cultural diversity and long-term effectiveness. This study provides researchers, educators, and policymakers with insights into the field's intellectual structure, emerging trends, and future directions. Beyond mapping research trends, the findings offer practical guidance for e-learning and blended learning practice by informing course design, supporting learner self-regulation, and guiding teacher development, while methodologically advancing the field through CiteSpace-based longitudinal and structural analysis that outlines a clear future research agenda. As blended learning continues to shape higher education, addressing identified research gaps will be crucial for developing more effective, inclusive, and transformative learning experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191559159 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ejel.24.1.4290 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 138 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Higher education Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Bibliometrics Type: general Titles: – TitleFull: Analysis of Blended Learning in Higher Education Based on CiteSpace (2001-2024). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huang, Zexuan – PersonEntity: Name: NameFull: Sulaiman, Nurainil – PersonEntity: Name: NameFull: MD Yunus, Melor – PersonEntity: Name: NameFull: Li, Xin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14794403 Numbering: – Type: volume Value: 24 – Type: issue Value: 1 Titles: – TitleFull: Electronic Journal of e-Learning Type: main |
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