A Bibliometric Study of Blended Learning in Higher Education (2001- 2024)

This study presents a comprehensive bibliometric analysis of blended learning in higher education (BLHE) research from 2001 to 2024. Using CiteSpace, we analyzed 2,125 publications from the Web of Science Core Collection to map the intellectual structure and evolution of the field. Our findings reveal a significant increase in BLHE research from 2013 onwards, with peak productivity in 2018 and 2019. Conference proceedings emerged as dominant publication venues, reflecting the field's dynamic nature. Document co-citation analysis identified influential works, with Garrison and Kanuka's (2004) Community of Inquiry framework emerging as particularly impactful. Cluster analysis revealed 11 distinct research areas, including blended learning foundations, self-regulated learning, game-based learning, and work-integrated learning. These clusters highlight the multifaceted nature of BLHE research and its integration with various pedagogical approaches and technologies. Our analysis also uncovered several research gaps, including a need for more diverse cultural perspectives, longitudinal studies examining long-term impacts, and research on innovative assessment strategies in blended environments. While the field has made significant progress in understanding BLHE implementation, challenges remain in addressing cultural diversity and long-term effectiveness. This study provides researchers, educators, and policymakers with insights into the field's intellectual structure, emerging trends, and future directions. As blended learning continues to shape higher education, addressing identified research gaps will be crucial for developing more effective, inclusive, and transformative learning experiences.