A review of research on blended learning around the world and a comparison with Vietnam

Abstract

At present, blended learning is becoming a trend in higher education, as this model leverages the advantages of both face-to-face classroom instruction and online learning. The purpose of this article is to provide an overview of the results of previous studies on blended learning worldwide and a comparison with Vietnam. The article presents a comprehensive analytical review of research on blended learning in international and Vietnamese educational contexts, enabling the establishment of the current state of scientific development of this model, its conceptual foundations, directions of practical application, and persisting research gaps. It is demonstrated that blended learning is interpreted not as a simple mechanical combination of face-to-face and online formats, but as a pedagogically organized integration of theories, methods, digital technologies, and learning contexts, oriented toward enhancing the quality of education, flexibility of the educational process, and personalization of learning. The most common models of blended learning are summarized, including the rotation, flex, à la carte, and enriched virtual models, while the levels of its implementation are elucidated—from individual types of learning activities to courses, modules, and programs. Drawing on foreign experience, it is revealed that the successful implementation of this model is associated with consideration of learners' age and psychological characteristics, provision of technical accessibility, variability of platform solutions, and institutional support from educational organizations. A comparison with Vietnam shows that national studies are predominantly focused on applied aspects of implementation, particularly the flipped classroom model, development of professional, digital, and cognitive competencies among learners, as well as the design of courses combining online lectures, face-to-face sessions, assessment, and electronic interaction. The existence of a regulatory framework limiting the share of the online component in higher education programs is emphasized, which substantially influences the configuration of blended learning in Vietnamese universities. At the same time, significant limitations of the contemporary scientific field are identified: insufficient investigation of the long-term effectiveness of blended learning, underdeveloped personalized models, limited use of artificial intelligence and learning analytics, and incompleteness of approaches to quality assessment and measurement of educational outcomes. The article's material is of interest to researchers, instructors, and education administrators, as it systematizes existing approaches and enables determine promising directions for further development of blended learning.