SynthesisFrontiers in psychology2022
Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes.
Synthesis in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses 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
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Unlocking the potential of artificial intelligence in improving learning achievement in blended learning: a meta-analysis.Frontiers in psychology · 2025Pooled it
- A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries.Frontiers in psychology · 2023Pooled it
- A Blended Learning Course on the Diagnostics of Mental Disorders: Multicenter Cluster Randomized Noninferiority Trial.Journal of medical Internet research · 2024Trial
- A quasi-experimental comparison of outcome-based hybrid learning and traditional instruction in environmental health education for preventive medicine undergraduates from Guilin Medical University.Frontiers in public health · 2026Article
- Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth.Frontiers in psychology · 2026Article
- University Students' Achievement of Meaningful Learning through Participation in Thinking Routines.European journal of investigation in health, psychology and education · 2024Article
- Article
- The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course.Frontiers in psychology · 2024Article
- Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking.International journal of environmental research and public health · 2023Article
- The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study.Frontiers in psychiatry · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The sudden outbreak of COVID-19 has made blended learning widely accepted, followed by many studies committed to blended learning outcomes and student attitudes. Few studies have, however, focused on the summarized effect of blended learning. To complement this missing link, this study meta-analytically reviews blended learning outcomes and student attitudes by including 30 peer-reviewed journal articles and 70 effect sizes. It concludes that blended learning outcomes are significantly higher than the traditional learning outcomes with a medium effect size, and learners hold significantly more positive attitudes toward blended learning than traditional learning with a medium effect size. Blended learning may be promising, and information technology scientists may focus on the development of more advanced and effective devices to improve blended learning effectiveness.
Indexed as
Identifiers
What Socratic 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 Socratic graph.