1.0       Introduction

Blended Learning (BL) has been defined by several authors in different ways. The most frequently used definitions are those that refer to the blend of online and offline learning. Several authors describe BL as a combination or integration of the strengths of traditional face-to-face instruction (e.g., live instruction and classroom interaction) and computer-mediated instruction or online teaching (e.g., technologically mediated interactions between students, teachers and learning resources). The traditional structure is a teacher-centred approach, where the teacher is actively involved in teaching, while students listen and follow the teacher's instruction (Sankar et al., 2022), while online learning is learning related to the internet using computer devices, gadgets. Garrison and Kanuka, (2004); Graham, (2006); Osguthorpe and Graham, (2003); Watson, (2008); Voci and Young, (2001), were among the first set of people to use the word BL defined it as the type of learning that combines more traditional methods of teaching (such as instructor-led classes held in a physical classroom) with Internet-delivered content that is learner-driven and self-paced. Some researchers have also noted that blended learning is used to describe other blends, such as combining different instructional methods, pedagogical approaches, and technologies, although these blends are not aligned with influential blended learning definitions (Hrastinski, 2019; Graham, 2013).

BL is becoming increasingly popular as a means of accommodating an increasingly varied student population while also adding value to the learning environment using online teaching materials (Humairah and Asbah, 2019). However, there is still disagreement on the meaning of BL, as a result, diverse understandings of the word have emerged among higher education teachers.

BL has evolved over many years, and different institutions have provided varied descriptions of it. Today, BL is considered the most effective and most popular mode of instruction adopted by educational institutions due to its perceived effectiveness in providing flexible, timely and continuous learning (Bond, (2021), Rasheed et al., (2020). With recent challenges in education, such as the impact of the pandemic and the inclusion of displaced learners from Ukraine in Member States, blended learning has gained more urgency in Europe; As a result, this study will advance researchers' and educators' understanding of how BL can promote a more resilient, responsive, and inclusive education and contribute to knowledge on effective blended learning policy and practise.

Finding efficient and adaptable delivery methods has been strongly supported in higher education to give all students easier access to high-quality learning opportunities than is achievable with just standard on-campus programmes (Hodges et al., 2020). Today, BL is suggested as one option to fulfil both student learning and organisational needs in higher education. The benefits of both traditional and e-learning methods are combined in a BL environment, including the benefits of face-to-face interaction. Face-to-face learning environments offer the social connection necessary for learning, whilst e-learning environments provide the flexibility and efficacy that cannot be obtained in a classroom setting. One major issue that has constrained the acceptance of BL is the adoption of a unified definition by all teachers and researchers. As part of the literature review for a doctoral thesis, the authors seek to analyse the existing definitions of `blended learning to improve our understanding of the concept and the key elements needed to define the concept. Therefore, the aim of this research is to do a literature review of the different definitions several researchers have created for BL over the course of three decades and critic the definitions based on the researchers understanding of BL.

The definitions of BL were collected by searching for peer-reviewed articles from Google scholar and Research gate. The following terms were used to collect the articles: • Search field: Define BL • Custom range limited to 2000-2022 • Document type: Journal Article • Language: English The search results from this query were then used to retrieve the full text articles in which definitions of BL were present. The resulting articles were reviewed individually to extract the specific definition used in the article. To answer this question, I have considered the features of BL, I also considered the application by the authors. Some important features of BL include but are not limited to. • It should have elements of traditional learning and online learning (online learning is learning being delivered using the internet for teaching and learning) • Should use the two learning methods in harmony. i.e., it must be synergistic • There must be instructor involvement • There must be student-teacher interaction while doing the online learning as it is in the classroom. • There must be peer interaction also while doing the online learning. • Reduce physical contact time. Blended learning can be broadly defined as the combination of traditional face to face classroom learning and online learning using electronic devices that rely on the internet for teacher-student interaction and the dissemination of class materials. Search Result In collecting different definitions spanning from 2000 to 2022, searched google scholar database using the keyword “blended learning” and “definition” because we were interested in obtaining all the different ways in which the concept of blended learning has been defined in peer-reviewed journal articles in the years under review. Only research articles that were in English were considered and a total of 60 articles were reviewed which were narrowed down to include the articles that contained explicit definitions or citations for definitions for blended learning. In all, a total of 25 definitions were obtained. These definitions were divided into three different groups according to the year of publication.

The authors initiated this research to carry out a systematic literature review of the definitions of blended learning. The discovery of the varied definitions and the confusion among scholars and researchers that comes with the realization that there is no generic definition of blended learning was unexpected. It was also discovered that most researchers or authors define blended learning according to the purpose of their research and/or its application which is one of the reasons the filed of blended learning is still grappling with the confusion and the overuse of the term as different researchers keep using it to define other blends that do not involve the traditional learning and online learning such as the blends of different instructional/teaching methods. Also, it was found from the search of literature that the best applications of BL were when it was synergistic and not additive. Moreover, it should be emphasized that the online learning element of the BL must have ‘learning’ taking place and not just only the presence of internet or technology.

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