Abstract
This study aims to develop the design and implementation strategies and examine learners’ perceptions of synchronous blended learning classes. To this end, this study applied the Design and Development research method and developed 12 strategies and 44 detailed guidelines. 15 adult learners participated in synchronous blended learning classes for two days and 13 participants’ survey data were collected. As a result, it was found that learners positively perceived class satisfaction, participation mode satisfaction, flow, perceived learning outcomes, teaching presence, collaborative process satisfaction, and socially shared regulations. Based on the results, we discussed what to consider when designing and implementing synchronous blended learning. Through the study, it is expected to improve the quality of synchronous blended learning conducted by educational institutions in the era of COVID-19.
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