Factors Influencing Mathematics Teachers’ Blended Learning: A Systematic Review

Nursaadah Jailani, Roslinda Rosli, Muhammad Sofwan Mahmud

Abstract


Blended learning has emerged as an important practice in mathematics education in today’s educational landscape. With technology reshaping teaching practices, it is critical to gain a better understanding of the factors influencing mathematics teachers in blended learning to increase teaching efficiency and student outcomes. This systematic literature review aimed at identifying and integrating factors influencing mathematics teachers’ blended learning practices in current educational contexts. This review focuses on studies published between 2023 and 2024, which include the latest insights and advancements in blended learning. Using the preferred reporting items for systematic reviews and meta-analyses framework, this review analyzed 34 recent studies sourced from Scopus and Web of Science. The articles were selected based on inclusion criteria prioritizing empirical research on mathematics teachers’ blended learning practices, while studies lacking empirical data or relevance to mathematics education were excluded. The findings were categorized into the three themes of teacher preparedness and perceptions; technological pedagogical content knowledge and instructional design; and student engagement, learning environment, and outcomes. The results importantly highlight the critical role of professional development, innovative instructional strategies to improve teaching practice, and student engagement. Persistent challenges, such as resource inequities and teacher training gaps, remain barriers to effective implementation. By focusing on recent studies, this review reflects the latest direction in blended learning. These findings provide information relevant to educators and policymakers to enhance mathematics education through blended learning.

https://doi.org/10.26803/ijlter.24.1.20


Keywords


blended learning; blended teaching; blended environment; flipped learning; hybrid learning.

Full Text:

PDF

References


Abdul Latif, N. H., Shahrill, M., & Hidayat, W. (2024). Mastering fractions and innovating with the Station Rotation Model in Blended Learning. Infinity Journal, 13(2), 501–530. https://doi.org/10.22460/infinity.v13i2.p501-530

Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in Model Driven Engineering: A systematic literature review. Information and Software Technology, 125(May), 106316. https://doi.org/10.1016/j.infsof.2020.106316

Abuhassna, H., Van, N. T., Yahaya, N., Zakaria, M. A. Z. M., & Awae, F. (2022). Strategies for Successful Blended Learning — A Bibliometric Analysis and Reviews. International Journal of Interactive Mobile Technologies, 16(13), 66–80. https://doi.org/10.3991/ijim.v16i13.30739

Adams, A., Feng, Y., & Stauffer, E. (2021). Potentials of teaching, learning, and design with virtual reality: An interdisciplinary thematic analysis. In B. Hokanson, M. Exter, A. Grincewicz, M. Schmidt, & A. A. Tawfik (Eds.), Intersections Across Disciplines: Interdisciplinarity and Learning, (pp. 173–186). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-53875-0_14

Aini, A. N., & Masrurotullaily. (2024). Measuring Preservice Mathematics Teachers’ Technological Pedagogical and Content Knowlede in the Post-Pandemic Era. Jurnal Pendidikan Matematika, 18(2), 231–244. https://doi.org/10.22342/jpm.v18i2.pp231-244

Al-Ayed, S. I., & Al-Tit, A. A. (2021). Factors affecting the adoption of blended learning strategy. International Journal of Data and Network Science, 5(3), 267–274. https://doi.org/10.5267/j.ijdns.2021.6.007

Albano, G. (2011). Mathematics education: teaching and learning opportunities in blended learning. In A. A. Juan, M. A. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching Mathematics Online: Emergent Technologies and Methodologies (pp. 60–89). IGI Global. https://doi.org/10.4018/978-1-60960-875-0.CH004

Aliyu, J., Osman, S., Daud, M. F., & Kumar, J. A. (2021). Mathematics teachers’ pedagogy through technology: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 20(1), 323–341. https://doi.org/10.26803/IJLTER.20.1.18

Anwar, L., Sa’dijah, C., & Arnawa, I. M. (2023). Teachers’ Perception of Teaching and Learning During to Post Covid-19 Pandemic Era: A Case of Indonesian Mathematics Teachers. Journal of Higher Education Theory and Practice, 23(8), 18–29. https://doi.org/10.33423/jhetp.v23i8.6060

Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525–1541. https://doi.org/10.2147/PRBM.S331741

Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00359-2

Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142. https://doi.org/10.1016/j.tate.2024.104532

Bautista, R. M., & Valtoribio, D. C. (2024). Flexible Teaching-Learning Modality in Mathematics Education of a State University in West Philippines. Mathematics Teaching-Research Journal, 16(3), 5–24. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201199936&partnerID=40&md5=f6a5b28d713ea21b419fc1ba2b56fa6a

Bizami, N. A., Tasir, Z., & Kew, S. N. (2022). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. In Education and Information Technologies (Issue 0123456789). Springer US. https://doi.org/10.1007/s10639-022-11243-w

Bueno, R. W. D. S., Lieban, D., & Ballejo, C. C. (2021). Mathematics Teachers’ TPACK Development Based on an Online Course with Geogebra. Open Education Studies, 3(1), 110–119. https://doi.org/10.1515/edu-2020-0143

Callaghan, R., Joubert, J., & Engelbrecht, J. (2023). Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers. ZDM—Mathematics Education, 55(1), 193–206. https://doi.org/10.1007/s11858-022-01416-9

Capone, R. (2022). Blended Learning and Student-centered Active Learning Environment: A Case Study with STEM Undergraduate Students. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 210–236. https://doi.org/10.1007/s42330-022-00195-5

Chin, C. K., Munip, H., Miyadera, R., Thoe, N. K., Ch’ng, Y. S., & Promsing, N. (2019). Promoting Education for Sustainable Development in teacher education integrating blended learning and digital tools: An evaluation with exemplary cases. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), 1–17. https://doi.org/10.29333/ejmste/99513

Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM—Mathematics Education, 52(7), 1223–1242. https://doi.org/10.1007/s11858-020-01196-0

Daher, W., Shayeb, S., Jaber, R., Dawood, I., Abo Mokh, A., Saqer, K., Bsharat, M., & Rabbaa, M. (2023). Task design for online learning: the case of middle school mathematics and science teachers. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1161112

Derbush, M. V, & Skarbich, S. N. (2021). Training mathematics teachers for the implementation of blended learning in general education organization. Review of Omsk State Pedagogical University. Humanitarian Research. https://doi.org/10.36809/2309-9380-2021-33-116-122

Engelbrecht, J., & Borba, M. C. (2024). Recent developments in using digital technology in mathematics education. ZDM—Mathematics Education, 56(2), 281–292. https://doi.org/10.1007/s11858-023-01530-2

Engelbrecht, J., Borba, M. C., & Kaiser, G. (2023). Will we ever teach mathematics again in the way we used to before the pandemic? ZDM—Mathematics Education, 55(1), 1–16. https://doi.org/10.1007/s11858-022-01460-5

Erianjoni, Beri, D., Sudiar, O., Kasmita, Komaini, A., Ganefri, Putra, A., Nelwatri, H., Yusra, A., & Santi, T. D. (2023). Online Learning Process During the New Normal Post COVID-19 in Indonesia: A Case Study at the Universitas Negeri Padang. Journal of Higher Education Theory and Practice, 23(16), 113–123. https://doi.org/10.33423/jhetp.v23i16.6468

Fauzan, Setyaningrum, R. W., & Suparto. (2023). Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2208776

Fitrah, M., Setiawan, C., & Marinding, Y. (2024). Evaluation of digital technology management in mathematics learning: A sequential explanatory design in Eastern Indonesia. Nordic Journal of Comparative and International Education, 8(3). https://doi.org/10.7577/njcie.5926

Fujita, T., Nakagawa, H., Sasa, H., Enomoto, S., Yatsuka, M., & Miyazaki, M. (2023). Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures. International Journal of Mathematical Education in Science and Technology, 54(10), 2197–2216. https://doi.org/10.1080/0020739X.2021.2005171

Galanti, T. M. L., Baker, C. K., Morrow-Leong, K., & Kraft, T. (2020). Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments. Interactive Technology and Smart Education, 1–17. https://doi.org/10.1108/ITSE-08-2020-0175

Glover, A., & Stewart, S. (2024). Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment. Teaching Education, 35(1), 104–126. https://doi.org/10.1080/10476210.2023.2223526

Gong, J., Cai, S., & Cheng, M. (2024). Exploring the Effectiveness of Flipped Classroom on STEM Student Achievement: A Meta-analysis. Technology, Knowledge and Learning, 29(2), 1129–1150. https://doi.org/10.1007/s10758-023-09700-7

Gopalan, C., Halpin, P. A., Selvam, A. A. A., & Hung, W. C. (2024). Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium. Advances in physiology education, 48(3), 505–511. https://doi.org/10.1152/advan.00027.2024

Graham, C. R., & Halverson, L. R. (2023). Blended Learning Research and Practice. In O. Zawacki-Richter, & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 1159–1178). Springer. https://doi.org/10.1007/978-981-19-2080-6_68

Harzing, A. W., & Alakangas, S. (2016). Google Scholar, Scopus and the Web of Science: a longitudinal and cross-disciplinary comparison. Scientometrics, 106(2). https://doi.org/https://doi.org/10.1007/s11192-015-1798-9

Helsa, Y., Darhim, D., Juandi, D., & Turmudi, T. (2021). Blended learning in teaching mathematics. Aksioma: Jurnal Program Studi Pendidikan Matematika. https://doi.org/10.24127/ajpm.v10i2.3447

Helsa, Y., Turmudi, & Juandi, D. (2023). TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics. Journal on Mathematics Education, 14(2), 225–252. https://doi.org/10.22342/jme.v14i2.pp225-252

Huang, X., Huang, R., & Trouche, L. (2023). Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai. Educational Studies in Mathematics, 112(1), 103–121. https://doi.org/10.1007/s10649-022-10172-2

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

Isnawan, M. G., & Almazroei, E. E. (2023). Parents’ Perspectives on Distance Learning Mathematics During the COVID-19 Pandemic: A Phenomenological Study in Indonesia. European Journal of Educational Research, 12(1), 567–581. https://doi.org/10.12973/eu-jer.12.1.567

Joshi, A. (2016). Comparison between Scopus & ISI Web of Science. Journal Global Values, 9(1), 46–49.

Kadirbayeva, R., Pardala, A., Alimkulova, B., Adylbekova, E., Zhetpisbayeva, G., & Jamankarayeva, M. (2022). Methodology of application of blended learning technology in mathematics education. Cypriot Journal of Educational Sciences, 17(4), 1117–1129. https://doi.org/10.18844/cjes.v17i4.7159

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focused Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1–16. https://doi.org/10.29333/ejmste/10830

Kämpf, L., & Stallmach, F. (2024). Spiral-curricular blended learning for the mathematics education in physics teacher training courses. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1450607

Karaca, E., & Akyuz, D. (2024). Facilitating online learning environment in math classes: Teachers’ views and suggestions. Journal of Pedagogical Research, 8(3), 1–15. https://doi.org/10.33902/JPR.202426581

Kitchenham, B. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report, Ver. 2.3 EBSE Technical Report. EBSE.

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

Kunwar, R., Pokhrel, J. K., Khanal, B., & Sapkota, H. P. (2023). A Case Study on Effectiveness of Online Teaching and Learning Mathematics: Teacher’s Perspective. Mathematics Teaching-Research Journal, 15(2), 143–165. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167979669&partnerID=40&md5=0da7ec0341ebea78704445ff9c7280bf

Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(7). https://doi.org/10.29333/ejmste/13346

Liew, C. Y., Voon, L. L., & Leong, S. H. (2023). Innovative Approach to Enhance Active Online Learning: Engagement, Feedback and Classroom Environment. Asian Journal of University Education, 19(2), 339–351. https://doi.org/10.24191/ajue.v19i2.22233

Lyakhova, S., & Joubert, M. (2022). Post-16 Further Mathematics blended learning: Learner self-regulation, mathematical resilience and technology. Teaching Mathematics and Its Applications, 41(1), 51–68. https://doi.org/10.1093/teamat/hrab005

Matitaputty, C., Nusantara, T., & Hidayanto, E. (2024). How mathematics teachers’ special knowledge changing: A case study in the Professional Teacher Education program. Journal on Mathematics Education, 15(2), 545–574. https://doi.org/10.22342/jme.v15i2.pp545-574

Mazana, M. Y., Montero, C. S., Olifage, R. C., & Oyelere, S. S. (2024). Designing and Testing a Contextual Factors-Based Teaching and Learning Model for Blended Mathematics Instruction. Contemporary Mathematics (Singapore), 5(3), 3900–3928. https://doi.org/10.37256/cm.5320243176

Millones-Liza, D. Y., García-Salirrosas, E. E., Apaza-Cáceres, J. A., & Norabuena-Diaz, R. Á. (2024). Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments. Journal of Educational and Social Research, 14(3), 47–59. https://doi.org/10.36941/jesr-2024-0054

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shakelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Review, 4(1). https://doi.org/https://doi.org/10.1186/2046-4053-4-1

Mongeon, P., & Paul-Hus, A. (2015). The journal coverage of Web of Science and Scopus: a comparative analysis. Scientrometrics, 106, 213–228. https://doi.org/https://doi.org/10.1007/s11192-015-1765-5.

Morton, W., & Durandt, R. (2023). Learning first-year mathematics fully online: Were students prepared, how did they respond? Eurasia Journal of Mathematics, Science and Technology Education, 19(6). https://doi.org/10.29333/ejmste/13189

Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning mathematics activities in the age of COVID-19: A cluster analysis approach. Eurasia Journal of Mathematics, Science and Technology Education, 16(9). https://doi.org/10.29333/EJMSTE/8345

Nsengimana, T., Nsengimana, V., Nkundabakura, P., Iyamuremye, A., Mutarutinya, V., Mugabo, L. R., & Nsabayezu, E. (2024). Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development. Education and Information Technologies, 29, 22681–22698. https://doi.org/10.1007/s10639-024-12753-5

Owston, R., York, D. N., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29–45. https://doi.org/https://doi.org/10.14742/ajet.4310

Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(89), 1–11. https://doi.org/10.1186/s13643-021-01626-4

Papach, O., Motorina, V., Zubtsova, Y., & Pakhomova, T. (2023). Technologies of flipped learning in the professional activity of lecturers of higher educational institutions. Conhecimento & Diversidade, 15(40), 591–607.

Polly, D., & Casto, A. R. (2019). Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools. In T. L. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning. IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.CH013

Pranckute, R. (2021). Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World. Publications 2021, 9(12), 1–59. https://doi.org/https://doi.org/10.3390/publications9010012.

Radmehr, F., & Goodchild, S. (2023). A transition to online teaching and learning of mathematics in Norwegian higher education institutions: the perspectives of lecturers and students. Teaching Mathematics and Its Applications, 42(3), 228–248. https://doi.org/10.1093/teamat/hrac014

Rahman, N., Rosli, R., Rambely, A. S., & Halim, L. (2021). Mathematics teachers’ practices of stem education: A systematic literature review. European Journal of Educational Research, 10(3), 1541–1559. https://doi.org/https://doi.org/10.12973/eu-jer.10.3.1541.

Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching Mathematics with Technology: TPACK and Effective Teaching Practices. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020133

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom for Senior High School Students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158. https://doi.org/10.17478/jegys.548350

Ratnayake, I. G. (2020). Teaching algebra with digital technology: Factors influencing secondary mathematics teachers’ task development and implementation. Bulletin of the Australian Mathematical Society, 101(2), 350–352. https://doi.org/10.1017/S0004972719001436

Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2024). Factors that mediate the success of the use of online platforms to support learning: the view of university teachers. Education and Information Technologies, 29(2), 2459–2482. https://doi.org/10.1007/s10639-023-11916-0

Saichaie, K. (2020). Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions. New Directions for Teaching and Learning, 2020(164), 95–104. https://doi.org/10.1002/tl.20428

Santamaría-Cárdaba, N., Martins, C., & Sousa, J. (2021). Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), 1–9. https://doi.org/10.29333/ejmste/10806

Singh, V. K., Singh, P., Karmakar, M., Leta, J., & Mayr, P. (2021). The journal coverage of Web of Science, Scopus and Dimensions: A comparative analysis. Scientometrics, 126(6), 5113–5142. https://doi.org/https://doi.org/10.1007/s11192-021-03948-5

Sintawati, M., & Abdurrahman, G. (2020). The effectiveness of blended learning to improve pre-service teacher TPaCK in developing multimedia learning mathematics at elementary school. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032014

Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for online and blended learning. Computers and Education Open, 3, 100106. https://doi.org/https://doi.org/10.1016/j.caeo.2022.100106

Tan, X., Li, T., & Meng, J. (2023). Research of Online and Offline Blended Teaching of College Mathematics. Journal of advances in mathematics. https://doi.org/10.24297/jam.v22i.9548

Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM—Mathematics Education. https://doi.org/10.1007/s11858-020-01158-6

Toivola, M., Rajala, A., & Kumpulainen, K. (2023). Pedagogical rationales of flipped learning in the accounts of Finnish mathematics teachers. Pedagogies, 18(4), 767–787. https://doi.org/10.1080/1554480X.2022.2077341

Tong, D. H., Uyen, B. P., & Ngan, L. K. (2023). The application of blended learning in mathematics teacher education: Protocol for a systematic review. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0292244

Tsui, M. Y., & Mok, I. A. C. (2024). Math lessons go online: Insights and challenges of blended learning during the pandemic. Journal on Mathematics Education, 15(2), 593–612. https://doi.org/10.22342/jme.v15i2.pp593-612

Tunç-Pekkan, Z., Ölmez, ?. B., & Taylan, R. D. (2023). An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety. Education and Information Technologies, 28(5), 5739–5761. https://doi.org/10.1007/s10639-022-11404-x

Wang, X., Panicker, C. M. V, & Islam, A. (2024). This study aims to investigate the traditional classroom instruction and online learning, as well as the utilisation of traditional textbooks in middle school. Library Progress International, 44(3), 10441–10447. https://doi.org/https://doi.org/10.48165/bapas.2024.44.2.1

Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2021). Self-efficacy, performance and the role of blended learning. Journal of Applied Research in Higher Education, 13(1), 98–111. https://doi.org/10.1108/JARHE-08-2019-0210

Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/108436

Weinhandl, R., Lavicza, Z., & Houghton, T. (2020). Designing online learning environments for flipped approaches in professional mathematics teacher development. Journal of Information Technology Education: Research, 19, 315–337. https://doi.org/10.28945/4573

Winarso, W., & Udin, T. (2024). Implementing Blended Learning within the TPMK Framework to Enhance Mathematics Teachers’ Competence. Edelweiss Applied Science and Technology, 8(4), 2292–2305. https://doi.org/10.55214/25768484.v8i4.1599

Wischgoll, A., & Prediger, S. (2024). Studying efficacy of particular design elements in online teacher professional development courses: The case of systematizing videos for enhancing teachers’ pedagogical content knowledge. Zeitschrift Fur Erziehungswissenschaft, 27(3), 715–737. https://doi.org/10.1007/s11618-024-01245-4

Xu, Z., Yuan, H., & Liu, Q. (2021). Student Performance Prediction Based on Blended Learning. IEEE Transactions on Education, 64, 66–73. https://doi.org/10.1109/TE.2020.3008751

Yasin, N. M., Ong, M. H. A., & Aziz, N. N. A. (2020). Attitude as mediator of technical usage self-efficacy, online communication self-efficacy, technology access and online media on the blended learning readiness. International Journal of Advanced Science and Technology, 29(6 Special Issue), 713–724.

Yudt, K. E., Sawyer, B. E., & Shera, S. B. (2024). Preservice elementary teachers’ mathematical achievement and attitudes: A study of blended learning. Journal of Mathematics Teacher Education, 27(3), 355–377. https://doi.org/10.1007/s10857-022-09565-0

Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context? Australasian Journal of Educational Technology, 37(4), 116–129. https://doi.org/10.14742/ajet.6592


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493