You are here:

An Analysis of High Impact Scholarship and Publication Trends in Blended Learning

, , ,

Distance Education Volume 33, Number 3, ISSN 0158-7919


Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing's Publish or Perish software (, we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship. (Contains 8 figures and 1 table.)


Halverson, L.R., Graham, C.R., Spring, K.J. & Drysdale, J.S. (2012). An Analysis of High Impact Scholarship and Publication Trends in Blended Learning. Distance Education, 33(3), 381-413. Retrieved March 18, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature | Réaliser une synthèse thématique multivocale d’un vaste ensemble de documentation

    Madelaine Befus

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 2 (Apr 14, 2016)

  2. Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

    Kristian Spring & Charles Graham

    Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)

  3. Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

    Emily Pulham, Charles Graham & Cecil Short, Brigham Young University, United States

    Journal of Online Learning Research Vol. 4, No. 1 (February 2018) pp. 33–52

  4. Professional Development Supports for the Blended, Co-Taught Classroom

    Somer Lewis & Amy Garrett Dikkers, University of North Carolina Wilmington, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 103–121


    Sameer AlNajdi, Indina State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 214–220

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact