Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.

高等教育机构正试图提供更多的灵活性和个性化，这主要是通过使用新技术并在在线或混合式学习设计中实施。本系统评价旨在调查用在线学习环境取代课堂时间的影响。荟萃分析（k = 21 个效应大小）在研究设计、学习成果的衡量和混合学习的实施方面应用了严格的纳入标准。估计的效应大小 (Hedge's g) 为正值，尽管与零和置信区间 [-0.13, 0.25] 没有显着差异，这表明混合课堂学习和传统课堂学习之间的总体差异很小，充其量是非常小的负值或适度的积极影响是合理的。这意味着，尽管课堂时间减少了 30% 至 79%，但仍发现了相同的学习成果。因此，与传统课堂学习相比，减少课堂时间的混合学习并不系统地或多或少地有效。