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【Abstract】Although very brief， this review of the research that has been carried out over the past 15 years on blended learning shows how the field has evolved from controversial studies of the definitions to empirical studies of its teaching effects. In this article， I present the birth and rise of blended learning and described three partially overlapping categories of the studies on it.
【Key words】Blended Learning； Educational Technology； Blended Approach
The term “blended learning” has been around for over fifty years. It became popular with the rise of computers and telecommunications that enabled remote and distance learning. Although the concepts behind blended learning first developed in the 1960s， the formal terminology to describe it did not take its current form until the late 1990s. One of the earliest uses of the term appears in a 1999 press release， which mentioned that “The Company currently operates 220 on-line courses， but will begin offering its Internet courseware using the company’s Blended Learning methodology.” The term “blended learning” was initially vague， including a wide variety of technologies and teaching methods in different combinations. In 2006， the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham. Graham defined “blended learning systems” as learning systems that “combine face-to-face instruction with computer mediated instruction.” （Bonk and Graham， 2006）
Blended learning originated in professional development and training in Business industry （Sharma and Barrett， 2007） was then applied in higher education （MacDonald， 2006）. And finally it was employed in English language teaching （ELT） and gradually became a commonplace in ELT （Tomlinson and Whittaker， 2013）.
Three partially overlapping categories can be distinguished within blended learning research. The first category of blended learning studies consists in analysis of the definitions of blended learning. The second group of blended learning studies focuses on the comparative research on the effectiveness of blended learning and conventional classroom approach. The third body of blended learning research centers on pedagogical reform by redesigning the blending way.
I. Lack of Consensus on a Definition of Blended Learning
The literature offers many different practical definitions of blended learning （Bliuc， Goodyear，
【Key words】Blended Learning； Educational Technology； Blended Approach
The term “blended learning” has been around for over fifty years. It became popular with the rise of computers and telecommunications that enabled remote and distance learning. Although the concepts behind blended learning first developed in the 1960s， the formal terminology to describe it did not take its current form until the late 1990s. One of the earliest uses of the term appears in a 1999 press release， which mentioned that “The Company currently operates 220 on-line courses， but will begin offering its Internet courseware using the company’s Blended Learning methodology.” The term “blended learning” was initially vague， including a wide variety of technologies and teaching methods in different combinations. In 2006， the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham. Graham defined “blended learning systems” as learning systems that “combine face-to-face instruction with computer mediated instruction.” （Bonk and Graham， 2006）
Blended learning originated in professional development and training in Business industry （Sharma and Barrett， 2007） was then applied in higher education （MacDonald， 2006）. And finally it was employed in English language teaching （ELT） and gradually became a commonplace in ELT （Tomlinson and Whittaker， 2013）.
Three partially overlapping categories can be distinguished within blended learning research. The first category of blended learning studies consists in analysis of the definitions of blended learning. The second group of blended learning studies focuses on the comparative research on the effectiveness of blended learning and conventional classroom approach. The third body of blended learning research centers on pedagogical reform by redesigning the blending way.
I. Lack of Consensus on a Definition of Blended Learning
The literature offers many different practical definitions of blended learning （Bliuc， Goodyear，