Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2017 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In six of the nine studies that explicitly reported on interaction, an introductory face-to-face meeting was organized to create a sense of community, with additional online synchronous and asynchronous communication afterwards. → Boelens 2017
Evidence¶
Boelens 2017¶
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001
q2 · i? · review · r2
Systematic review results for research question 2: nine of 20 studies explicitly reported on interaction, and six organized an introductory face-to-face meeting. Afterwards "the online environment was often used to foster additional social interaction, through both synchronous and asynchronous communication."
"A notable finding is that, in six studies, an introductory face-to-face meeting was organized in order to meet the other learners and the instructor(s), and to create a sense of community."
Discussion¶
Related Claims¶
- Face-to-face components are used mainly for orientation while monitoring of learning progress is carried out online — related
- In most blended learning designs the instructor, not the learner, controls the realization of the blend — related
- Time zone differences affected international students' timely participation in asynchronous forums, and a balance of synchronous and asynchronous communication was regarded as beneficial — related
- Synchronous and asynchronous communication technologies are commonly employed to support communication between students, industry partners and teaching staff during WIL — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
introductory-f2f-meeting-stimulates-interaction |
title |
Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning |
description |
Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — boelens-2017 |
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