This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues to grow. ► More graduate research was conducted on blended learning (BL) each year. ► We see an area wide open for K-12 BL research. ► Most BL research took place at the course level in higher educational settings. ► We see a significant need for more theoretical contributions unique to BL contexts. ► Other gaps in BL research are addressed.