Blended learning seems an effective solution to knowledge dissemination among the knowledge community in the modern educational context. As the concept of ‘blended learning’ is interpreted differently by individuals, it makes a conceptual and definitional ambiguity among the practitioners over the years. This review tries to establish an insight into terminological and conceptual ambiguity over the definition of blended learning, and it would support scholars to be consistent in defining blended learning in future studies. The review was conducted with 74 research papers published in international peer-reviewed journals accessed via Google Scholar and Scinapse. The findings were thematically analysed in-depth and identified four dimensions of blended learning: Technology, Pedagogy (Educational), Cultural and Social, and Economical. The further analysis of review results could lead into formulating an amenable definition on blended learning - a combination on face-to-face and online instruction which ensure greater flexibility in students’ learning and congruity of course delivery - which is termed as ‘popular sense’ in this paper. Further, it is noted that blended-learning definition often tends to get influenced by contextual and personal experiences of the educationalists.
Keywords: Blended Learning, Blended Learning Definitions, Technology-integrated Learning