Independent, peer-reviewed evidence on blended learning and learning-management environments. These publications evaluate educational approaches and other platforms; they are not LMSOne product studies or endorsements.
Niu and colleagues synthesized 26 studies involving 2,823 nursing students. They reported improvements in knowledge, skills, and critical-thinking outcomes with blended learning, while noting that future work should examine the best balance of online and offline instruction.
Gamage, Ayres, and Behrend reviewed 155 journal articles from 55 countries. The review found Moodle was used mainly in university STEM disciplines and associated with student performance, satisfaction, and engagement; it also identified gaps in educator perspectives, non-STEM settings, and theory-led course design.
Müller and Mildenberger analyzed 21 effect sizes in higher-education blended-learning studies. Across reductions of 30–79% in classroom time, learning outcomes were broadly equivalent to conventional classroom teaching; the authors also highlight evidence gaps and policy implications.
These findings support a product focus on flexible course delivery, clear learning workflows, student progress, resources, submissions, and access control. They do not show that software alone improves outcomes: teaching design, institutional context, implementation quality, and learner support remain essential.