Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

Abstract

Blended learning is not just merely blending face-to-face and online learning. The biggest challenge is making the right mix of relevant learning settings and teaching strategies to meet the learning outcomes. The latest study showed that research focusing on the instructional system design (ISD) model developments, especially related to blended learning approach, were still limited. This study aims to develop an ISD model that can provide a guideline for lecturers in creating a good course using a blended learning approach. This study applied a formative research method. A series of formative evaluation using several formative data collection techniques were used. They were expert review, one-to-one evaluations, and field tests. This study involved 242 respondents, consists of 7 instructional design and e-learning experts, and 235 lecturers. After conducted a series of formative evaluation stages, respondents able to create a good quality course using the ISD model developed. Most of them get fair and low scores on the field test 1. The score increased significantly on the field test 2, where 33.6% get excellent scores, 48.2% get good scores, and 28.2% get fair scores. The score also increased significantly on field test 3 60.5% get excellent scores, 33.6% get good scores, and only 5.9% get poor scores. Hence, it can be concluded that the ISD model developed is feasible and usable. It can be used by higher education lecturers in Indonesia as a guideline in creating a course using blended learning approach.

How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?

“…Whereas in the second quadrant synchronous class, the course was through Zoom. All classroom activities are under the relationship between learning experiences and learning quadrants by Chaeruman et al (2020).…”

“…Along with its development and implementation becomes more specific, it is not just at home doing activities usually done at school, and vice versa. Still, it is more about learning by maximizing the learning space; there are both synchronous and asynchronous (Chaeruman, Wibawa, & Syahrial, 2020).…”

“…There are four quadrants of synchronous and asynchronous activities (Chaeruman et al, 2020). The first is live synchronous learning (LSL) or direct synchronous.…”

“…Figure 2. The Learning Quadrant in Flipped Classroom (Chaeruman et al, 2020) For example, when the COVID-19 pandemic took place, it is impossible to conduct a face-to-face learning activity. Implementing a flipped classroom in such conditions will be more suitable since a flipped classroom is asynchronous and asynchronous combination class.…”

“…This research refers to ten standards in implementing online learning developed by AECT (Piña, 2018) and research on learning quadrants (Chaeruman et al, 2020). It aims to describe the implementation of learning in the e-Learning Design course during eliminating learning activities on campus due to the COVID-19 pandemic, so can provides input and better understanding for the next implementation of flipped classroom.…”