An Innovative Way of Designing Blended Learning through Design-Based Research in Higher Education

Autor/inn/en	Ustun, Ahmet Berk; Tracey, Monica Walch
Titel	An Innovative Way of Designing Blended Learning through Design-Based Research in Higher Education
Quelle	In: Turkish Online Journal of Distance Education, 22 (2021) 2, S.126-146, Artikel 8 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ustun, Ahmet Berk) ORCID (Tracey, Monica Walch)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Instructional Design; Blended Learning; Teaching Methods; Teacher Attitudes; Student Attitudes; Active Learning; Critical Thinking; Higher Education; Cooperative Learning; Psychology; College Faculty; College Students; Technological Literacy; Educational Change; Integrated Learning Systems; Course Descriptions; Instructional Materials; Feedback (Response); Educational Environment + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Aktives Lernen; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; Psychologie; Fakultät; Collegestudent; Technisches Wissen; Bildungsreform; Kursstrukturplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Within higher education, the use of blended learning (BL) is exponentially increased in the 21st century, which poses a number of challenges in designing the process of BL for educators. The aim of this design-based research (DBR) study was to assist an inexperienced educator in teaching and designing a BL course in higher education to convert a face-to-face (F2F) course into a BL course. During the design and delivery of the BL course, what appropriate practices were needed to achieve creating an efficient and effective BL course were determined and the educator's reflections on the first experience of teaching the BL course were documented over three iterative design cycles. Mixed methods including learning environment observations, educator interviews, student surveys were employed. The results demonstrated that BL enabled the educator to adopt active learning approaches, engage students in critical thinking and promote the quality of interactive and collaborative learning assignments. Although the educator indicated the time limitation as an obstacle to teach a more efficient BL course, the educator was contented with teaching and designing the BL course and found it useful and supportive overall. Findings were presented and discussed for future studies and implications. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01