A systematic literature review on synchronous hybrid learning: gaps identified

More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site...

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Vydané v:	Learning environments research Ročník 23; číslo 3; s. 269 - 290
Hlavní autori:	Raes, Annelies, Detienne, Loulou, Windey, Ine, Depaepe, Fien
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.10.2020 Springer Springer Nature B.V
Predmet:	Blended Learning Design Education Educational Benefits Educational Environment Educational Technology Learning and Instruction Literature Reviews Outcomes of Education Pedagogy Program Effectiveness Sociology of Education State of the Art Reviews Synchronous Communication Systematic review Technology Uses in Education Systematic review Here or there instruction Synchronous hybrid or blended learning Research gaps
ISSN:	1387-1579, 1573-1855
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Abstract	More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students’ experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes.
AbstractList	More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students’ experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes.
Author	Raes, Annelies Windey, Ine Depaepe, Fien Detienne, Loulou
Author_xml	– sequence: 1 givenname: Annelies orcidid: 0000-0001-9237-9385 surname: Raes fullname: Raes, Annelies email: annelies.raes@kuleuven.be organization: Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk, ITEC, imec research group at KU Leuven – sequence: 2 givenname: Loulou surname: Detienne fullname: Detienne, Loulou organization: Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk – sequence: 3 givenname: Ine surname: Windey fullname: Windey, Ine organization: Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk, ITEC, imec research group at KU Leuven – sequence: 4 givenname: Fien surname: Depaepe fullname: Depaepe, Fien organization: Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk, ITEC, imec research group at KU Leuven
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References	GrantMMCheonJThe value of using synchronous conferencing for instruction and studentsJournal of Interactive Online Learning200763211226 BellJSawayaSCainWSynchromodal classes: Designing for shared learning experiences between face-to-face and online studentsInternational Journal of Designs for Learning201451688210.14434/ijdl.v5i1.12657 GlaserBGStraussALThe discovery of grounded theory: Strategies for qualitative research1967Chicago, ILAldine Publishing OltPAVirtually there: Distant freshmen blended in classes through synchronous online educationInnovative Higher Education201843538139510.1007/s10755-018-9437-z Bettany-SaltikovJLearning how to undertake a systematic review: Part 1Nursing Standard20102450475510.7748/ns.24.50.47.s49 Studies marked with * were included in the literature review (see Table 1). WhiteCPRamirezRSmithJGPlonowskiLSimultaneous delivery of a face-to-face course to on-campus and remote off-campus studentsTechTrends2010544344010.1007/s11528-010-0418-z ButzNTStupniskyRHPekrunRJensenJLHarsellDMThe Impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theoryDecision Sciences Journal of Innovative Education201614444147410.1111/dsji.12110 StewartARHarlowDBDeBaccoKStudents’ experience of synchronous learning in distributed environmentsDistance Education201132335738110.1080/01587919.2011.610289 McKimmy, P. B., & Schmidt, M. (2014). HOT Classroom: Iterations on equipping a here-or-there instructional space. Presented at the International Convention of the Association for Educational Communications and Technology, Jacksonville, FL. BlauGJarrellSMcCloskeyMWilliamsWKerznerAFordTFurther exploring differences in business undergraduate perceived outcomes by preferred classroom learning environmentJournal of Education and Learning201875203010.5539/jel.v7n5p20 HastieMHungICChenNSKinshukA blended synchronous learning model for educational international collaborationInnovations in Education and Teaching International201047192410.1080/14703290903525812 VuPFaddePJWhen to yalk, when to chat: Student interactions in live virtual classroomsJournal of Interactive Online Learning20131224152 CunninghamUTeaching the disembodied: Othering and activity systems in a blended synchronous learning situationInternational Review of Research in Open and Distributed Learning2014156335110.19173/irrodl.v15i6.1793 LiuHSpectorJMIkleMComputer technologies for model-based collaborative learning: A research-based approach with initial findingsComputer Applications in Engineering Education2018265, SI1383139210.1002/cae.22049 Romero-HallEVicentiniCExamining distance learners in hybrid synchronous instruction: Successes and challengesOnline Learning2017214, SI14115710.24059/olj.v21i4.1258 RamseyDEvansJLevyMPreserving the seminar experienceJournal of Political Science Education201612325626710.1080/15512169.2015.1077713 WangQHuangCQuekCLStudents’ perspectives on the design and implementation of a blended synchronous learning environmentAustralasian Journal of Educational Technology201834111310.14742/ajet.3404 SzetoECommunity of inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?Computers & Education20158119120110.1016/j.compedu.2014.10.015 SzetoEA Comparison of online/face-to-face students’ and instructor’s experiences: Examining blended synchronous learning effectsProcedia—Social and Behavioral Sciences20141164250425410.1016/j.sbspro.2014.01.926 AnastasiadesPSFilippousisGKarvunisLSiakasSTomazinakisAGizaPMastorakiHInteractive videoconferencing for collaborative learning at a distance in the School of 21st Century: A case study in elementary schools in GreeceComputers & Education201054232133910.1016/j.compedu.2009.08.016 SzetoEChengAYNTowards a framework of interactions in a blended synchronous learning environment: What effects are there on students’ social presence experience?Interactive Learning Environments201624348750310.1080/10494820.2014.881391 Wiles, G. L., & Ball, T. R. (2013, June 23–26). The converged classroom. Paper presented at ASEE Annual Conference: Improving course effectiveness, Atlanta, Georgia. https://peer.asee.org/22561. Ørngreen, R., Levinsen, K., Jelsbak, V., Moller, K. L., & Bendsen, T. (2015). Simultaneous class-based and live video streamed teaching: Experiences and derived principles from the bachelor programme in biomedical laboratory analysis. In A. Jefferies & M. Cubric (Eds.), Proceedings of the 14th European conference on E-learning (ECEL 2015) (pp. 451–459). Reading, UK: Academic Conferences and Publishing International Limited. Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment. Doctoral dissertation, Brigham Young University. Available from ProQuest Dissertations & theses (UMI No. 305345928). McGovernNBarnesKWangFLFongJZhangLLeeVSKLectures from my living room: A pilot study of hybrid learning from the students’ perspectiveHybrid learning and education2009BerlinSpringer28429810.1007/978-3-642-03697-2_27 Cain, W., Bell, J., & Cheng, C. (2016). Implementing robotic telepresence in a synchronous hybrid course. In Proceedings of IEEE 16th international conference on advanced learning technologies, ICALT 2016 (pp. 171–175). https://doi.org/10.1109/ICALT.2016.79. WangQQuekCLHuXDesigning and improving a blended synchronous learning environment: An educational design researchInternational Review of Research in Open and Distributed Learning20171839911810.19173/irrodl.v18i3.3034 MoherDLiberatiATetzlaffJAltmanDGThe PRISMA GroupPreferred reporting items for systematic reviews and meta-analyses: The PRISMA statementPLoS Med200967e100009710.1371/journal.pmed.1000097 ZydneyJMMcKimmPLindbergRSchmidtMHere or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learningTechTrends201910.1007/s11528-018-0344-z Bettany-SaltikovJLearning how to undertake a systematic review: Part 2Nursing Standard20102451475810.7748/ns.24.51.47.s50 Weitze, C. L., Ørngreen, R., & Levinsen, K. (2013). The global classroom video conferencing model and first evaluations. In Ciussi, I. M. & Augier, M. (Eds.) Proceedings of the 12th European conference on E-Learning: SKEMA Business School, Sophia Antipolis France, 30–31 October 2013 (Bind 2, s. 503–510). Reading, UK: Academic Conferences and Publishing International. BowerMDalgarnoBKennedyGELeeMJWKenneyJDesign and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysisComputers & Education20158611710.1016/j.compedu.2015.03.006 RosethCAkcaogluMZellnerABlending synchronous face-to-face and computer-supported cooperative learning in a hybrid doctoral seminarTechTrends2013573545910.1007/s11528-013-0663-z WangQHuangCPedagogical, social and technical designs of a blended synchronous learning environmentBritish Journal of Educational Technology201849345146210.1111/bjet.12558 BakerCKHjarlmarsonMDesigning purposeful student interactions to advance synchronous learning experiencesInternational Journal of Web-Based Learning and Teaching Technologies201914111610.4018/IJWLTT.2019010101 AbdelmalakMMMParraJLExpanding learning opportunities for graduate students with HyFlex course designInternational Journal of Online Pedagogy and Course Design201664193710.4018/IJOPCD.2016100102 AlexanderMMLynchJERabinovichTKnutelPGSnapshot of a hybrid learning environmentQuarterly Review of Distance Education2014151921 ButzNTStupniskyRHImproving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programsComputers & Education201711411713810.1016/j.compedu.2017.06.006 ShenRMWangMJPanXIncreasing interactivity in large blended classrooms through a cutting-edge mobile learning systemBritish Journal of Educational Technology20083961073108610.1109/ITICT.2008.4806642 Beatty, B. J. (2007b, October). Hybrid classes with flexible participation options—If you build it, how will they come? In Paper presented at the 2007 association for educational communications and technology annual convention, Anaheim, CA. Retrieved May 10, 2019 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.495&rep=rep1&type=pdf. ButzNTAskim-LovsethMKOral communication skills assessment in a synchronous hybrid MBA programme: Does attending face-to-face matter for US and international students?Assessment and Evaluation in Higher Education20154062463910.1080/02602938.2014.940577 Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing teaching effect of blended synchronous classroom. In 6th International Conference of Educational Innovation Through Technology (EITT) (pp. 134–135). https://doi.org/10.1109/EITT.2017.40. BowerMDalgarnoBKennedyGELeeMJKenneyJBlended synchronous learning: A handbook for educators2014CanberraOffice for Learning and Teaching, Australian Department of Education ButzNTStupniskyRHA mixed methods study of graduate students’ self-determined motivation in synchronous hybrid learning environmentsThe Internet and Higher Education201628859510.1016/j.iheduc.2015.10.003 Weitze, C. L. (2015). Pedagogical innovation in teacher teams: An organisational learning design model for continuous competence development. In Jefferies, I. A. & Cubric, M. (Eds.), Proceedings of 14th European conference on e-Learning ECEL-2015 (s. 629–638). Reading, UK: Academic Conferences and Publishing International. LightnerCALightner-LawsCAA blended model: Simultaneously teaching a quantitative course traditionally, online, and remotelyInteractive Learning Environments20162422423810.1080/10494820.2013.841262 McKimmy, P.B., & Schmidt, M. (2015). HOT instruction: Equipping a here-or-there classroom. Presented at the 20th Annual Technology, Colleges & Community Worldwide Conference. Honolulu, HI. Nortvig, A.-M. (2013). 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References_xml	– reference: Wiles, G. L., & Ball, T. R. (2013, June 23–26). The converged classroom. Paper presented at ASEE Annual Conference: Improving course effectiveness, Atlanta, Georgia. https://peer.asee.org/22561. – reference: Cain, W., Bell, J., & Cheng, C. (2016). Implementing robotic telepresence in a synchronous hybrid course. In Proceedings of IEEE 16th international conference on advanced learning technologies, ICALT 2016 (pp. 171–175). https://doi.org/10.1109/ICALT.2016.79. – reference: SzetoECommunity of inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?Computers & Education20158119120110.1016/j.compedu.2014.10.015 – reference: OltPAVirtually there: Distant freshmen blended in classes through synchronous online educationInnovative Higher Education201843538139510.1007/s10755-018-9437-z – reference: McGovernNBarnesKWangFLFongJZhangLLeeVSKLectures from my living room: A pilot study of hybrid learning from the students’ perspectiveHybrid learning and education2009BerlinSpringer28429810.1007/978-3-642-03697-2_27 – reference: SzetoEChengAYNTowards a framework of interactions in a blended synchronous learning environment: What effects are there on students’ social presence experience?Interactive Learning Environments201624348750310.1080/10494820.2014.881391 – reference: LightnerCALightner-LawsCAA blended model: Simultaneously teaching a quantitative course traditionally, online, and remotelyInteractive Learning Environments20162422423810.1080/10494820.2013.841262 – reference: Beatty, B. J. (2007b, October). Hybrid classes with flexible participation options—If you build it, how will they come? In Paper presented at the 2007 association for educational communications and technology annual convention, Anaheim, CA. Retrieved May 10, 2019 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.495&rep=rep1&type=pdf. – reference: MoherDLiberatiATetzlaffJAltmanDGThe PRISMA GroupPreferred reporting items for systematic reviews and meta-analyses: The PRISMA statementPLoS Med200967e100009710.1371/journal.pmed.1000097 – reference: ShenRMWangMJPanXIncreasing interactivity in large blended classrooms through a cutting-edge mobile learning systemBritish Journal of Educational Technology20083961073108610.1109/ITICT.2008.4806642 – reference: WangQQuekCLHuXDesigning and improving a blended synchronous learning environment: An educational design researchInternational Review of Research in Open and Distributed Learning20171839911810.19173/irrodl.v18i3.3034 – reference: Weitze, C. L., Ørngreen, R., & Levinsen, K. (2013). The global classroom video conferencing model and first evaluations. In Ciussi, I. M. & Augier, M. (Eds.) Proceedings of the 12th European conference on E-Learning: SKEMA Business School, Sophia Antipolis France, 30–31 October 2013 (Bind 2, s. 503–510). Reading, UK: Academic Conferences and Publishing International. – reference: Weitze, C. L. (2015). Pedagogical innovation in teacher teams: An organisational learning design model for continuous competence development. In Jefferies, I. A. & Cubric, M. (Eds.), Proceedings of 14th European conference on e-Learning ECEL-2015 (s. 629–638). Reading, UK: Academic Conferences and Publishing International. – reference: BowerMDalgarnoBKennedyGELeeMJKenneyJBlended synchronous learning: A handbook for educators2014CanberraOffice for Learning and Teaching, Australian Department of Education – reference: BowerMDalgarnoBKennedyGELeeMJWKenneyJDesign and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysisComputers & Education20158611710.1016/j.compedu.2015.03.006 – reference: WangQHuangCPedagogical, social and technical designs of a blended synchronous learning environmentBritish Journal of Educational Technology201849345146210.1111/bjet.12558 – reference: Bettany-SaltikovJLearning how to undertake a systematic review: Part 1Nursing Standard20102450475510.7748/ns.24.50.47.s49 – reference: GlaserBGStraussALThe discovery of grounded theory: Strategies for qualitative research1967Chicago, ILAldine Publishing – reference: BaumeisterRFLearyMRWriting narrative literature reviewsReview of General Psychology19971331110.1037/1089-2680.1.3.311 – reference: StewartARHarlowDBDeBaccoKStudents’ experience of synchronous learning in distributed environmentsDistance Education201132335738110.1080/01587919.2011.610289 – reference: GrantMMCheonJThe value of using synchronous conferencing for instruction and studentsJournal of Interactive Online Learning200763211226 – reference: Bettany-SaltikovJLearning how to undertake a systematic review: Part 2Nursing Standard20102451475810.7748/ns.24.51.47.s50 – reference: Nortvig, A.-M. (2013). In the presence of technology—Teaching in hybrid synchronous classrooms. In Proceedings of the European conference on E-learning, ECEL (pp. 347–353). – reference: Romero-HallEVicentiniCExamining distance learners in hybrid synchronous instruction: Successes and challengesOnline Learning2017214, SI14115710.24059/olj.v21i4.1258 – reference: ButzNTStupniskyRHPekrunRJensenJLHarsellDMThe Impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theoryDecision Sciences Journal of Innovative Education201614444147410.1111/dsji.12110 – reference: BakerCKHjarlmarsonMDesigning purposeful student interactions to advance synchronous learning experiencesInternational Journal of Web-Based Learning and Teaching Technologies201914111610.4018/IJWLTT.2019010101 – reference: WangQHuangCQuekCLStudents’ perspectives on the design and implementation of a blended synchronous learning environmentAustralasian Journal of Educational Technology201834111310.14742/ajet.3404 – reference: VuPFaddePJWhen to yalk, when to chat: Student interactions in live virtual classroomsJournal of Interactive Online Learning20131224152 – reference: BellJSawayaSCainWSynchromodal classes: Designing for shared learning experiences between face-to-face and online studentsInternational Journal of Designs for Learning201451688210.14434/ijdl.v5i1.12657 – reference: RamseyDEvansJLevyMPreserving the seminar experienceJournal of Political Science Education201612325626710.1080/15512169.2015.1077713 – reference: SzetoEA Comparison of online/face-to-face students’ and instructor’s experiences: Examining blended synchronous learning effectsProcedia—Social and Behavioral Sciences20141164250425410.1016/j.sbspro.2014.01.926 – reference: AlexanderMMLynchJERabinovichTKnutelPGSnapshot of a hybrid learning environmentQuarterly Review of Distance Education2014151921 – reference: YenC-JAbdousMA study of the predictive relationships between faculty engagement, learner satisfaction and outcomes in multiple learning delivery modesInternational Journal of Distance Education Technologies201294577010.4018/jdet.2011100105 – reference: Brumfield, R., Carleo, J. S., Kenny, L. B., Melendez, M., O'Neill, B., Polanin, N. & Reynolds-Allie, K., (2017). Modifying and supplementing annie's project to increase impact in New Jersey and Beyond. Journal of Extension, 55(5) – reference: McKimmy, P.B., & Schmidt, M. (2015). HOT instruction: Equipping a here-or-there classroom. Presented at the 20th Annual Technology, Colleges & Community Worldwide Conference. Honolulu, HI. – reference: WhiteCPRamirezRSmithJGPlonowskiLSimultaneous delivery of a face-to-face course to on-campus and remote off-campus studentsTechTrends2010544344010.1007/s11528-010-0418-z – reference: McKimmy, P. B., & Schmidt, M. (2014). HOT Classroom: Iterations on equipping a here-or-there instructional space. Presented at the International Convention of the Association for Educational Communications and Technology, Jacksonville, FL. – reference: ButzNTAskim-LovsethMKOral communication skills assessment in a synchronous hybrid MBA programme: Does attending face-to-face matter for US and international students?Assessment and Evaluation in Higher Education20154062463910.1080/02602938.2014.940577 – reference: ButzNTStupniskyRHImproving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programsComputers & Education201711411713810.1016/j.compedu.2017.06.006 – reference: ZydneyJMMcKimmPLindbergRSchmidtMHere or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learningTechTrends201910.1007/s11528-018-0344-z – reference: CainWRedmondPLockJDanaherPTechnology navigators: An innovative role in pedagogy, design and instructional supportEducational innovations and contemporary technologies: Enhancing teaching and learning2015LondonPalgrave Macmillan2135 – reference: LakhalSBatemanDBédardJBlended synchronous delivery modes in graduate programs: A literature review and its implementation in the master teacher programCollected Essays on Learning and Teaching201710476010.22329/celt.v10i0.4747 – reference: ButzNTStupniskyRHA mixed methods study of graduate students’ self-determined motivation in synchronous hybrid learning environmentsThe Internet and Higher Education201628859510.1016/j.iheduc.2015.10.003 – reference: Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing teaching effect of blended synchronous classroom. In 6th International Conference of Educational Innovation Through Technology (EITT) (pp. 134–135). https://doi.org/10.1109/EITT.2017.40. – reference: Studies marked with * were included in the literature review (see Table 1). – reference: CunninghamUTeaching the disembodied: Othering and activity systems in a blended synchronous learning situationInternational Review of Research in Open and Distributed Learning2014156335110.19173/irrodl.v15i6.1793 – reference: LiuHSpectorJMIkleMComputer technologies for model-based collaborative learning: A research-based approach with initial findingsComputer Applications in Engineering Education2018265, SI1383139210.1002/cae.22049 – reference: Beatty, B. J. (2007a). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 10, 2019 from https://www.learntechlib.org/primary/p/25752/. – reference: BowerMLeeMJDalgarnoBCollaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environmentBritish Journal of Educational Technology201748240743010.1111/bjet.12435 – reference: AnastasiadesPSFilippousisGKarvunisLSiakasSTomazinakisAGizaPMastorakiHInteractive videoconferencing for collaborative learning at a distance in the School of 21st Century: A case study in elementary schools in GreeceComputers & Education201054232133910.1016/j.compedu.2009.08.016 – reference: HastieMHungICChenNSKinshukA blended synchronous learning model for educational international collaborationInnovations in Education and Teaching International201047192410.1080/14703290903525812 – reference: BlauGJarrellSMcCloskeyMWilliamsWKerznerAFordTFurther exploring differences in business undergraduate perceived outcomes by preferred classroom learning environmentJournal of Education and Learning201875203010.5539/jel.v7n5p20 – reference: Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment. Doctoral dissertation, Brigham Young University. Available from ProQuest Dissertations & theses (UMI No. 305345928). – reference: Ørngreen, R., Levinsen, K., Jelsbak, V., Moller, K. L., & Bendsen, T. (2015). Simultaneous class-based and live video streamed teaching: Experiences and derived principles from the bachelor programme in biomedical laboratory analysis. In A. Jefferies & M. Cubric (Eds.), Proceedings of the 14th European conference on E-learning (ECEL 2015) (pp. 451–459). Reading, UK: Academic Conferences and Publishing International Limited. – reference: AbdelmalakMMMParraJLExpanding learning opportunities for graduate students with HyFlex course designInternational Journal of Online Pedagogy and Course Design201664193710.4018/IJOPCD.2016100102 – reference: RosethCAkcaogluMZellnerABlending synchronous face-to-face and computer-supported cooperative learning in a hybrid doctoral seminarTechTrends2013573545910.1007/s11528-013-0663-z – volume: 15 start-page: 9 issue: 1 year: 2014 ident: 9303_CR4 publication-title: Quarterly Review of Distance Education – start-page: 284 volume-title: Hybrid learning and education year: 2009 ident: 9303_CR31 doi: 10.1007/978-3-642-03697-2_27 – volume: 24 start-page: 487 issue: 3 year: 2016 ident: 9303_CR46 publication-title: Interactive Learning Environments doi: 10.1080/10494820.2014.881391 – volume: 9 start-page: 57 issue: 4 year: 2012 ident: 9303_CR55 publication-title: International Journal of Distance Education 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Title	A systematic literature review on synchronous hybrid learning: gaps identified
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