Design of a blended learning environment: Considerations and implementation issues

Abstract

This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a designbased research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-toface and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.

Four key challenges to the design of blended learning: A systematic literature review

“…First, learners' prior knowledge was measured by completing (online) tests, (Alonso et al, 2005;Carman, 2005;McKenzie et al, 2013), answering questions related to that week's learning objectives (Cooner, 2010), or an assessment during an introductory face-to-face meeting (Alonso et al, 2005). Second, in order to provide students with organizational information, 10 studies reported about the implementation of an introductory face-to-face meeting to communicate learning objectives, tasks to be completed, and course material (Alonso et al, 2005;Antonoglou, Charistos, & Sigalas, 2011;Cooner, 2010;Derntl & Motschnig-Pitrik, 2005;Gedik, Kiraz, & Ozden, 2013;HoicBozic et al, 2009;Karoğlu, Kiraz, & Ozden, 2014;Kerres & De Witt, 2003;Köse, 2010;Martyn, 2005).…”

“…Fourth, a frequently occurring activity was the familiarization of learners with the technology used in the online component. In several studies, an introductory face-to-face meeting was organized in order to (a) introduce learners to the technology (Köse, 2010;Martyn, 2005), (b) inform learners about the online tools and features of web 2.0 (Alonso et al, 2005;Antonoglou et al, 2011;Kerres & De Witt, 2003;Köse, 2010), and (c) show learners how to navigate in the learning platform (Antonoglou et al, 2011;Cooner, 2010;Derntl & Motschnig-Pitrik, 2005;Gedik et al, 2013;HoicBozic et al, 2009;Kerres & De Witt, 2003;Martyn, 2005;Olapiriyakul & Scher, 2006). In this respect, Kim et al (2014) mentioned no instructional activities to familiarize learners with used technologies, but argued that instructors need to provide technologies that are familiar to students and easy to access.…”

“…In particular, these monitoring activities were mostly incorporated in the online environment, and never exclusively incorporated in the face-to-face environment. First, with respect to peer assessment, a discussion forum was frequently used to discuss course content with peers (Antonoglou et al, 2011;Köse, 2010;Olapiriyakul & Scher, 2006;Picciano, 2009), to provide each other with comments and share opinions (Derntl & Motschnig-Pitrik, 2005;Picciano, 2009;Wong, 2008), or to evaluate and discuss other peers' projects or work (Gedik et al, 2013;Hoic-Bozic et al, 2009). Second, in order to monitor learners' progress, nine studies used specific tools such as online tracking systems.…”

“…Second, in order to monitor learners' progress, nine studies used specific tools such as online tracking systems. Logs of students' behavior were used to determine success and ascertain the learning product quality (Alonso et al, 2005), for example, by examining learners' presence and activities within the learning management system (Antonoglou et al, 2011;Gedik et al, 2013;Picciano, 2009). Other strategies to track students' learning were: (a) regular (e.g.…”

“…Furthermore, five studies used online or face-to-face presentations to share and demonstrate students' learning experiences with their peers (Cooner, 2010;Derntl & Motschnig-Pitrik, 2005;Gedik et al, 2013;Karoğlu et al, 2014;Picciano, 2009). Fourth, two of the selected studies implemented reminders via the online learning platform to remind students of upcoming deadlines, assignments, or events.…”