ReviewHeliyon2024
Effective student engagement with blended learning: A systematic review.
Review in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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
4 citing papers in PubMed.
- Data on student perceptions of blended learning, engagement, and academic achievement in engineering-related universities in Vietnam.Data in brief · 2026Article
- Open Auditorium-A human-centric extended reality blended learning tool.Frontiers in artificial intelligence · 2026Article
- The synergy of embodied cognition and cognitive load theory for optimized learning.Nature human behaviour · 2025Review
- Comparison of Teaching Methods in a Culinary Medicine Elective for Medical Students: In-Person Lectures Versus Inverted Classroom Model.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although student engagement is known to promote learning outcomes in higher education, what elements of blended learning designs impact effective student engagement and hereby learning outcomes, has not been clarified yet. Hence, it is unknown how to engage students with blended learning in an effective manner. The current study breaks down student engagement into four dimensions (academic, behavioral, cognitive, and affective), and reviews the evidence regarding blended learning that engages students effectively, whether this is academically, personally, socially, or with regard to citizenship. The studies reviewed (
Indexed as
Identifiers
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.