Blended Learning (BL) is defined as a combination of face-to-face and digital activities that, in recent years, has been adopted more and more frequently by Higher Educational Institutions (HEIs). In the engineering field, the adoption of BL allows creating challenging situations for students with industry-like problems to foster the acquisition of advanced problem-solving skills. Thus, it can be used to enhance traditional learning by enriching it with new aspects, allowing to update the Intended Learning Outcomes traditionally defined by teachers. Although prior coronavirus disease 2019 (COVID-19) teachers had the time to prepare and programme the transition to BL, during the pandemic they had to abruptly move to the full digital delivery of the content, requiring technological and organizational adaptation, as well as change in the content teaching and assessment methods. Through a systematic literature review, this paper aims to understand how BL has been implemented in the engineering field by HEIs, discussing if and how the learning expectations of teachers (evaluated through Bloom's Taxonomy) change when using different mixes of face-to-face and digital activities and when the target audience changes. More specifically, the investigation addresses how content and learning expectations are split and set in face-to-face and digital settings. Additionally, the interest is towards understanding how COVID-19 impacted the adoption of BL, not only during the pandemic but also after.

中文翻译：

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工程领域的混合式学习：系统文献综述

混合式学习（BL）被定义为面对面和数字活动的结合，近年来越来越多地被高等教育机构（HEIs）采用。在工程领域，BL 的采用可以为遇到类似行业问题的学生创造具有挑战性的情境，以培养高级解决问题的技能。因此，它可以通过丰富新的方面来增强传统学习，从而更新教师传统上定义的预期学习成果。尽管之前 2019 年冠状病毒病 (COVID-19) 的教师有时间准备和规划向 BL 的过渡，但在大流行期间，他们不得不突然转向全面数字化内容交付，这需要技术和组织适应以及变革在教学内容和考核方式上。通过系统的文献综述，本文旨在了解高等教育机构如何在工程领域实施 BL，讨论当使用不同的面对面和混合方式时，教师的学习期望（通过布鲁姆分类法评估）是否以及如何变化。数字活动以及目标受众何时发生变化。更具体地说，该调查涉及如何在面对面和数字环境中划分和设置内容和学习期望。此外，我们的兴趣在于了解 COVID-19 如何影响 BL 的采用，不仅是在大流行期间，而且是在大流行之后。