Citations: (25 Articles)

Farooq, M. S., Hamid, A., Alvi, A., & Omer, U. (2022). Blended learning models, curricula, and gamification in project management education. IEEE Access, 10(05), 60341. https://doi.org/10.1109/ACCESS.2022.3180355
Indah, R. N., Rohmah, G. N., & Afifuddin, M. (2020). What i know best: assessing indonesian student’s structural knowledge through student-generated topics. European Journal of Educational Research, volume-9-2020(volume-9-issue-2-april-2020), 629. https://doi.org/10.12973/eu-jer.9.2.629
Weiger, E. A. (2021). Flipped lessons and the secondary-level performance-based music classroom: a review of literature and suggestions for practice. Update: Applications of Research in Music Education, 39(2), 44. https://doi.org/10.1177/8755123320953629
Balakrishnan, A., Nair, S., Kunhikatta, V., Rashid, M., Unnikrishnan, M. K., Jagannatha, P. S., Chandran, V. P., Khera, K., Thunga, G., & Menezes, R. G. (2021). Effectiveness of blended learning in pharmacy education: an experimental study using clinical research modules. PLOS ONE, 16(9), e0256814. https://doi.org/10.1371/journal.pone.0256814
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: a quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Syarifuddin, S., Setyosari, P., Sulton, S., Kuswandi, D., & Sartika, D. (2020). The effect of the community of inquiry (coi) learning model and learning style towards social skills. European Journal of Educational Research, volume-9-2020(volume-9-issue-2-april-2020), 569. https://doi.org/10.12973/eu-jer.9.2.569
Alammary, A., & Edward, K. (2019). Blended learning models for introductory programming courses: a systematic review. PLOS ONE, 14(9), e0221765. https://doi.org/10.1371/journal.pone.0221765
Setyawati, R. F. E., Gunawan, B., Hermita, M., Suhatril, R. J., & Syah, R. D. (2025). Analysis of self-regulated learning and learning style preference of first-year medical students for e-learning optimization. Edunesia : Jurnal Ilmiah Pendidikan, 6(1), 292. https://doi.org/10.51276/edu.v6i1.1128
Yu, Q., Yu, K., Li, B., & Wang, Q. (2025). Effectiveness of blended learning on students’ learning performance: a meta-analysis. Journal of Research on Technology in Education, 57(3), 499. https://doi.org/10.1080/15391523.2023.2264984
Morris, T. H., & Rohs, M. (2021). Digitization bolstering self-directed learning for information literate adults–a systematic review. Computers and Education Open, 2(05), 100048. https://doi.org/10.1016/j.caeo.2021.100048
DOĞRU, E., & ÖZEN, R. (2023). Effects of using the staged self-directed learning model at distance english learning. Participatory Educational Research, 10(1), 1. https://doi.org/10.17275/per.23.1.10.1
Şentürk, C. (2021). Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills. Education and Information Technologies, 26(1), 35. https://doi.org/10.1007/s10639-020-10340-y
Miyaji, I., & Fukui, H. (2020). Change in knowledge and awareness in teacher education on satoyama environmental learning: through a blend of learning spaces, methods and media. European Journal of Educational Research, volume-9-2020(volume-9-issue-4-october-2020), 1663. https://doi.org/10.12973/eu-jer.9.4.1663
Prihastiwi, W. J., Wiyono, B. B., Chusniyah, T., & Eva, N. (2024). Self-directed learning readiness model: a mediating role of self-efficacy among need-supportive teaching style, transformational parenting and emotional intelligence. European Journal of Educational Research, volume-13-2024(volume-13-issue-1-january-2024), 397. https://doi.org/10.12973/eu-jer.13.1.397
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2021). Blended learning for mathematics education during a covid-19 lockdown: a case study of apprehendingconventions for coordinates in the plane. SSRN Electronic Journal , (05), . https://doi.org/10.2139/ssrn.3980435
Lock, J., Lakhal, S., Cleveland‐Innes, M., Arancibia, P., Dell, D., & Silva, N. D. (2021). Creating technology‐enabled lifelong learning: a heutagogical approach. British Journal of Educational Technology, 52(4), 1646. https://doi.org/10.1111/bjet.13122