Brown, M. G. (2015, June), Mapping the Study of Blended Learning in Engineering Education  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24470

\bibitem{asee_peer_24470}
  Brown, M. G. (2015, June), \emph{Mapping the Study of Blended Learning in Engineering Education}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24470

Michael Geoffrey Brown.  "Mapping the Study of Blended Learning in Engineering Education".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24470 Internet.  01 Apr, 2023

\bibitem{asee_peer_24470}
  Michael Geoffrey Brown.
  "Mapping the Study of Blended Learning in Engineering Education".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24470 Internet.  01 Apr, 2023

@INPROCEEDINGS{asee_peer_24470
author = "Michael Geoffrey Brown"
title = "Mapping the Study of Blended Learning in Engineering Education"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24470}
number = {10.18260/p.24470}
}

TY  - CPAPER
AB  -      Mapping the study of blended learning in engineering education         In the last decade, an increasing number of higher education institutions areturning to models of course delivery that combine the efficiency of Internet-enabledcommunication and the socialization benefits of face to face instruction; what theliterature would term blended learning. Many engineering educators have embracedblended learning as a way to flip the classroom. For example, a faculty member provideslecture content through streaming video, allowing the instructor to spend in class time onstudent-centered instruction. A meta-analysis of studies on undergraduate studentlearning with technology reported that, on average, students in blended courses performbest when compared to traditional residential instruction. Blended models are sopervasive that academic developers have started to characterize blending as the ‘newtraditional’ of course delivery. Given the potential for blended learning to become awidespread practice in engineering education, developing an understanding of the state ofthe field could serve to identify if a coherent literature on the practice has begun toemerge, as well as what forces—disciplinary, methodological, sociocultural—might beshaping the literature. A map of the field of blended learning in engineering educationcould identify future directions for researchers, practitioners, and policymakers.       To map the field, three approaches are employed. First, an author paper citationnetwork is developed using articles on empirical studies of blended learning inengineering education (n=397) from relevant research databases through which the mostfrequently cited works as well as the core publications venues (journals and conferenceproceedings) on the topic are identified. Next, bibliographic coupling is used to identifynetworks that have shared foundational knowledge—in the form of jointly cited works—in common. Finally, a journal-seeding network is developed using the flagshippublication in the field, Computers and Education, to determine the publication venuesthrough which knowledge is brokered. This mapping of the landscape of knowledgesharing and production about blended learning in engineering education helps identifyhow the literature on the practice has evolved. To that end, I propose the followingresearch questions:       a.       What are the most commonly cited articles in the literature on blended                learning in engineering education?       b.       What network of publication venues forms the basis of the discourse on                blended learning in engineering education?       c.       To what extant are individuals within the multiple disciplines that study                blended learning in engineering education forming a cohesive                multidisciplinary network?        Initial results suggest that a cohesive multi-disciplinary network of knowledge isemerging. However, the most cited articles and the publication venues that serve asknowledge brokers are substantially different from those identified by researcherslooking at the study of blended learning across higher education, suggesting that there arefoundational knowledge(s) that are specific to blended learning in engineering education.When disciplinary fractures emerge, they are composed of small networks focused oneither specific disciplinary audiences (Public Health) or a specific instructional task(Using simulation). Wankat (2011) argued that within engineering education research,disciplinary silos prevent cross-fertilization of findings and innovations. A similar patternappears to be emerging in blended learning in engineering education, which couldpotentially limit the development of the practice. My full paper will offer a discussion ofthe implications of these findings, as well as analysis of the results for each researchquestion including a discussion of the changing multi-disciplinary network over time.Wankat, P. C. (2011). Guest editorial: Cross-fertilization of engineering education      research and development. IEEE Transactions on Education, 54(4), 521–522.   Appendix A: Mapping the discourse communities for the study of blended learning in                               Engineering EducationFig 1. Bibliographic Coupling                             Fig 2. Discourse Community:        Network (whole)                                     Multidisciplinary network   Figure 3. Emergence of the multi-disciplinary network on blended learning in engineering                                     education over time.      Figure 2 Multidisciplinary Network          2000-2004                         2005-2009                         2010-2014
AU  - Michael Geoffrey Brown
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Mapping the Study of Blended Learning in Engineering Education
UR  - https://peer.asee.org/24470
DO  - 10.18260/p.24470
ER  -