A thematic analysis of the most highly cited scholarship in the first decade of blended learning research

• Study analyzes first decade (2002-2011) of top-cited blended learning research.
• Discusses empirical & non-empirical methodological trends in top-cited BL research.
• Discusses sub-topics, examples, & frequency counts for 10 major themes in research.
• Findings identify areas of strength and future needs in blended learning research.
• Findings identify a lack of theoretical cohesiveness and need for work in this area.

Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.