Blended Learning Landscape Research in Mathematics
Pages 164 - 171
Abstract
Blended learning has transformed and gradually superseded traditional didactic teaching and online learning. This research aimed to comprehensively explore the scholarly landscape of blended learning in the context of mathematics education. The study employed a descriptive bibliometric analysis approach and sourced its data from the Scopus database. The findings revealed a fluctuating pattern in the annual publication trends pertaining to blended learning in mathematics. Notably, publications from 2012 garnered the highest citation rates compared to other years. The United States emerged as the predominant influencer in this domain. Publications in journals related to blended learning in mathematics are mostly in Q1 rank, namely 62 journals. The research focus is divided into six areas: 1) development and design; 2) technology and design; 3) effectiveness, impact, model, and instruction; 4) skill, effect, and approach; 5) blended learning, academics performance, and attitude; 6) mathematics, blended learning environment, and university. Future researchers might use these six study areas as a guide to choose the focus of their blended learning-related studies.
References
[1]
Abdullah, S. M. S. M. (2019). The effect of teaching mathematics using blended learning on achievement and development of critical thinking skills among first-grade female students of the intermediate stage. International Journal of Advanced Science and Technology, 28(20), 1142–1161. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080119306&partnerID=40&md5=786beeafd44a330175984538ed495984
[2]
Ariawan, I. P. W., & Divayana, D. G. H. (2020). Design of blended learning based on tri kaya parisudha using kelase platform in realizing hybrid-superitem learning in mathematics lessons. International Journal of Instruction, 13(3), 679–698. https://doi.org/10.29333/iji.2020.13346a
[3]
Fitri, S., & Zahari, C. L. (2019). The implementation of blended learning to improve understanding of mathematics. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012109
[4]
Gavinolla, M. R., Livina, A., & Swain, S. K. (2022). State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis. Journal of Teacher Education for Sustainability, 24(2), 147–165. https://doi.org/10.2478/jtes-2022-0022
[5]
Hadjerrouit, S. (2008). Towards a blended learning model for teaching and learning computer programming: A case study. Informatics in Education, 7(2), 181–210. https://www.scopus.com/inward/record.uri?eid=2-s2.0-60249100150&partnerID=40&md5=1e0733d7a20e68d81a5d4c1c29fe5b8b
[6]
Indrapangastuti, D., Surjono, H. D., Sugiman, & Yanto, B. E. (2021). Effectiveness of the Blended Learning Model to Improve Students Achievement of Mathematical Concepts. Journal of Education and E-Learning Research, 8(4), 423–430. https://doi.org/10.20448/journal.509.2021.84.423.430
[7]
Kundu, A., Bej, T., & Rice, M. (2021). Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1), 1201–1220. https://doi.org/10.1007/s10639-020-10306-0
[8]
Kusumah, Y. S., Kustiawati, D., & Herman, T. (2020). The effect of geogebra in three-dimensional geometry learning on students’ mathematical communication ability. International Journal of Instruction, 13(2), 895–908. https://doi.org/10.29333/iji.2020.13260a
[9]
Lin, Y.-W., Tseng, C.-L., & Chiang, P.-J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741–770. https://doi.org/10.12973/eurasia.2017.00641a
[10]
Mitrović, S., Božić, R., & Takači, Đ. (2022). Efficiency of blended learning of calculus content during the Covid19 crisis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2076129
[11]
Moher, D., Liberati, A., Tetzlaff, J., & Douglas. (2009). Preferred eeporting items for systematic reviews and meta-analyzes: The PRISMA statement. Journal of Chinese Integrative Medicine, 7(9), 889–896. https://doi.org/10.1136/bmj.b2535
[12]
Ode Samura, A., & Darhim. (2023). Improving Mathematics Critical Thinking Skills of Junior High School Students Using Blended Learning Model (BLM) in GeoGebra Assisted Mathematics Learning. International Journal of Interactive Mobile Technologies (IJIM), 17(02), 101–117. https://doi.org/10.3991/ijim.v17i02.36097
[13]
Phoong, S. Y., Khek, S. L., & Phoong, S. W. (2022). The Bibliometric Analysis on Finite Mixture Model. SAGE Open, 12(2), 1–13.
[14]
Quinn, D., & Aarão, J. (2020). Blended learning in first year engineering mathematics. ZDM - Mathematics Education, 52(5), 927–941. https://doi.org/10.1007/s11858-020-01160-y
[15]
Rahmadani, Herman, T., Dareng, S. Y., & Bakri, Z. (2020). Education for industry revolution 4.0: Using flipped classroom in mathematics learning as alternative. International Conference on Mathematics and Science Education 2019, ICMScE 2019, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032038
[16]
Rusyada, H., & Nasir, M. (2022). The Effectiveness of Post-Covid-19 Pandemic Hybrid Learning Implementation in Elementary Schools. Jurnal Basicedu, 6(2), 1714–1723. https://doi.org/10.31004/basicedu.v6i2.2275
[17]
Samosir, C. M., & Dasari, D. (2022). Systematic Literature Review: The Effect of Math Anxiety On Mathematical Problem-Solving Ability. Didaktik: Jurnal Guru Sekolah Dasar, 8, 99–105. https://doi.org/10.33084/tunas.v8i1.4305
[18]
Samosir, C. M., Solfitri, T., & Armis, A. (2020). Penerapan Model Pembelajaran Berdasarkan Masalah untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII A SMP PGRI Pekanbaru Tahun Pelajaran 2019/ 2020. JURING (Journal for Research in Mathematics Learning), 3(4), 403. https://doi.org/10.24014/juring.v3i4.10312
[19]
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
[20]
Topping, K. J., Douglas, W., Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2). https://doi.org/10.1002/rev3.3353
[21]
Trenholm, S., Peschke, J., & Chinnappan, M. (2018). A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large Scale Research ( 2000-2015 ) Abstract This is an Accepted Manuscript of an article published by Taylor & Francis in PRIMUS on 14 Jun 2018, available online:
[22]
Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic–online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175–187. https://doi.org/10.1080/15228053.2020.1824884
[23]
Yudt, K. E., Sawyer, B. E., & Shera, S. B. (2023). Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09565-0
Index Terms
- Blended Learning Landscape Research in Mathematics
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Published In
September 2023
352 pages
ISBN:9798400708053
DOI:10.1145/3631991
Copyright © 2023 ACM.
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Association for Computing Machinery
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Published: 26 December 2023
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