SynthesisFrontiers in psychology2023
A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries.
Synthesis in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it, 67 citations in OpenAlex.
- Unlocking the potential of artificial intelligence in improving learning achievement in blended learning: a meta-analysis.Frontiers in psychology · 2025Pooled it
- Association of Attendance Format with Learning Gain and National Examination Performance in a HyFlex Preparatory Course for Pharmacy Students.Pharmacy (Basel, Switzerland) · 2026Article
- Data on student perceptions of blended learning, engagement, and academic achievement in engineering-related universities in Vietnam.Data in brief · 2026Article
- Unraveling the Impact of Blended Learning vs. Online Learning on Learners' Performance: Perspective of Self-Determination Theory.Behavioral sciences (Basel, Switzerland) · 2025Article
- The impact of online teaching curricula on undergraduate basic surgical skills acquisition.Surgery open science · 2025Article
- Mediating role of online academic emotions between online presence and learning performance in blended learning environments.Scientific reports · 2025Article
- Mentimeter Improves Student Engagement in Online Clinical Anatomy Revision Sessions: A Programme Evaluation.Cureus · 2024Article
- Hybrid teaching after COVID-19: advantages, challenges and optimization strategies.BMC medical education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students' performance, students' attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.