Over the past 15 years, courses that use a mixture of face-to-face and online learning methods, such as blended, hybrid, flipped, and inverted courses, have gained many supporters and skeptics in higher education. Studies that compare mixed method courses to face-to-face or online courses have conflicting results: some find improved learning outcomes and some find no significant differences. This talk argues that these conflicting results are due to inconsistent or vague definitions of hybrid, blended, flipped, and inverted courses. To address this problem, the Mixed Instructional eXperience (MIX) taxonomy was developed to define these terms based on two pedagogically relevant dimensions: how instruction is delivered and what type of instruction is delivered. Using the MIX taxonomy to re-classify courses, analysis of this literature revealed four themes in the results that illuminate how different teaching methods affect learning outcomes. The findings of this analysis both validate the taxonomy as a tool to categorize courses and further knowledge in this field.