The complex adaptive blended learning system: A systematic review

Abstract

The complex adaptive blended learning system (CABLS) is an open system that optimizes the learning process by interacting in a non-linear and dynamic manner. This system consists of six subsystems: learner, teacher, technology, content, learning support, and institution. The purpose of this study was to systematically review studies conducted within the framework of the complex adaptive blended learning system between the years 2015 and 2023. Thus, selected studies regarding explicit inclusion and exclusion criteria, were analysed in terms of the year, type, subject areas, level of education, research methods, countries, and trends. The systematic review results identified 10 pieces of research studies that defined and described on CABLS. The studies were published mainly in 2022. Eight studies focused on education, two on health sciences, covering K-12 and higher education. Qualitative methods were prevalent, and research was global, with contributions from India, Indonesia, Malaysia, Pakistan, the UK, and the US, with the US leading in the number of studies. The results of this study may serve as a guide for future studies.

Keywords

• blendedlearning
• Complex adaptive systems
• Complex adaptive blended learning system
• Systematic review
• System-based perspective
• System-based frameworks

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