Abstract:

Blended learning has rapidly changed teaching and learning in education during the pandemic, whereby blended learning integrates web-based learning with face-to-face teaching. Social distancing was enforced in developed and developing countries, thus leading to the closure of schools both locally and internationally. Schools have introduced online learning to ensure that learners have access to learning material and curriculum to avoid disruption in education. Using online learning systems, learners continue to learn non-academic and academic activities (Rachmadtullah et al, 2020). This study systematically reviews, synthesizes and provides a meta-analysis of research articles published from 2019 to 2021 to present the adoption and implementation of blended learning during COVID-19 in K-12 and higher education. The findings of this study present the factors and constructs that influenced educators, students, and administration towards adopting BL. The systematic review also reviews blended learning applications during COVID-19 and educators' and learners' experiences reported. Findings suggest that BL practices comprise online learning, face-to-face activities, information, assessment, resources, information and feedback for students and technology, pedagogy, and knowledge for educators. Besides, the systematic review identifies the challenges and benefits of blended learning and blended learning models applied. The study will include the instructors' experiences using different online platforms to facilitate learning and increase learning engagement and the new realities that educators encountered during blended learning and its impact on curriculum reform and transformation. The challenges and affordances of blended learning are discussed and future applications on blended learning.

Keywords:

Blended learning, COVID-19, technology, learning, teaching, education.