Innovative Teaching and Learning Beyond Crisis: Systematic Literature Review of Blended Model in Higher Education Institution Post COVID

Abstract

The outbreak of COVID-19 has adversely affected higher education institutions around the globe. The situation has triggered the application of blended teaching and learning in HEIs, especially when the lockdown eased. This systematic review focuses on the effectiveness, students’ satisfaction, advantages, and challenges of blended teaching and learning in HEIs post-pandemic. We were interested in conducting the review as the available systematic review papers are limited, and the present review topic of focus differs from those available. Four questions guided the review: how effective is the BTL in higher education institutions? How satisfied are the students with the blended teaching and learning in HEIs? What are the purposes of embracing the model in HEIs teaching and learning? What are the challenges HEIs face during the application of the model? The PRISMA protocol was followed to identify and screen the articles. Research articles were collected from Scopus, ERIC, ProQuest, and Google Scholar. A total of 20 articles were included in the analysis. The result revealed that the model was considered effective post-pandemic in most of the analyzed articles. Even though few researchers have shown students' dissatisfaction, most of them described that students are motivated and satisfied with the model. The main purposes of integrating the model are accessibility, self-directed learning, collaboration, self-paced learning, flexibility, cost-effectiveness, and improved performance. Challenges experienced encompass lack of knowledge and skills, lack of devices, internet connectivity, anxiety, and the problem of distance assessment. Overall, the model is considered fruitful and can be applied in a crisis or beyond that in HEIs.