The classroom is where the student and teacher interact, while traditional education uses a Face-to-Face classroom. The unprecedented COVID-19 forced education to shift into an online classroom. Still, numerous researches demonstrate that the pedagogical quality in online classrooms is thus compromised as the educators tend to convert existing face-to-face curriculum that less prioritize intellectual interaction into online ways. Blended learning is not a new yet effective teaching pedagogy, which seems suitable to overcome the challenges as mentioned above as it is a combination of traditional and online modes. Thus, this article summarizes the current trend of blended learning implementation in the Malaysian setting into valuable insight for the practitioner to redesign their pedagogy to meet new norms. This paper assessed and analyzed a total of 22 recent publications that extracted from the Web of Science Database based on three themes that are participant, instrument, and disciplinary. All researches address higher education context, mainly the students’ perspectives and neglecting other stakeholders’ perspectives. Blended learning is proven practical in multidisciplinary but independent curriculum, and pedagogy redevelopment is mandated. The quantitative methodology is preferable by the researcher in the identification of critical governing factors. Overall, the context of blended learning development in Malaysia remains progressively developing by time. In conclusion, the practice of blended learning implementation is getting diffused in Malaysia due to its flexibility and versatility. However, such effective pedagogy lay on collaborative efforts between various stakeholders, including educators, students, institutional management, policymakers, and parent.

中文翻译：

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马来西亚混合学习和翻转课堂的最新趋势

教室是学生和老师互动的地方，而传统教育使用面对面的教室。史无前例的 COVID-19 迫使教育转向在线课堂。尽管如此，大量研究表明，在线课堂的教学质量因此受到影响，因为教育工作者倾向于将现有的面对面课程转换为在线课程，而这些课程不太重视智力互动。混合式学习并不是一种新的但有效的教学法，它似乎适合克服上述挑战，因为它是传统和在线模式的结合。因此，本文将马来西亚环境中混合学习实施的当前趋势总结为从业者重新设计其教学法以满足新规范的宝贵见解。本文根据参与者、工具和学科三个主题，对从 Web of Science 数据库中提取的 22 篇近期出版物进行了评估和分析。所有研究都针对高等教育背景，主要是学生的观点，而忽略了其他利益相关者的观点。混合学习在多学科但独立的课程中被证明是实用的，并且教学法的重新开发是强制性的。在确定关键控制因素时，研究人员更喜欢定量方法。总体而言，马来西亚混合式学习发展的背景随着时间的推移而不断发展。总之，混合式学习实施的实践由于其灵活性和多功能性而在马来西亚得到普及。然而，