An Effective Way of Designing Blended Learning: A Three Phase Design-Based Research Approach

Autor/inn/en	Ustun, Ahmet Berk; Tracey, Monica Walch
Titel	An Effective Way of Designing Blended Learning: A Three Phase Design-Based Research Approach
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.1529-1552 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ustun, Ahmet Berk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-09999-9
Schlagwörter	Instructional Design; Blended Learning; Higher Education; Teaching Methods; Active Learning; Outcomes of Education + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lernleistung; Schulerfolg
Abstract	Online learning is common in higher education, but has its drawbacks. As a result, blended learning (BL) has emerged as an alternative to alleviate the challenges of online learning. The purpose of this design-based research study was to determine what elements were needed to assist a higher education instructor inexperienced in designing and teaching a BL course to successfully create and implement it, and to document the instructor's perceptions about the first experience of teaching a BL course. The BL course was designed, implemented and redesigned to make the BL course an effective and efficient learning environment through the three phases of this design-based research. Qualitative and quantitative research methods including instructor interviews, learning environment observations and student surveys were employed to collect data. Results indicated that iterative analysis, design and evaluation of the created BL course provided an opportunity for the researchers to find applicable solutions to any real-world problems that the instructor faced in the course. Besides, the design and implementation of BL led the instructor to shift from a passive teaching approach to an active teaching approach and allowed the students to become active and interactive learners through the process of three iterative design cycles. Although challenges were identified, she had an overall positive perception toward teaching the BL course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01