Abstract
Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category ‘Social Support’ of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category ‘Blended Learning Support’.
Highlights
Blended learning is a trend within higher education
Two research questions will be addressed in this design study: 1. Which of the persuasive technology (PT) techniques of all four categories of the PSD-model are suitable to apply in the online element of the blended learning method of autobiographical reflection for second-year social work students?
Before we present the results, stating the preferences of the working group regarding the various PT techniques and blended learning, first we shall briefly discuss the content and lay-out of the online course, as this partially determined the choice of which technique was used
Summary
Blended learning is a trend within higher education It involves the use of Faceto-Face Classes (FTFC) supplemented with online learning technology where this can be used synchronously or asynchronously (Garrison and Kanuka 2004; Kiviniemi 2014; Lam 2014; López-Pérez et al 2011). Blended learning combines the benefits of FTFC and eLearning in order to create a motivating, as well as efficient, learning environment (de Jong et al 2014; Lam 2014; Søraker 2015; Uğur et al 2011; Vo et al 2017). Students have expressed eminently positive views regarding blended learning and that they prefer it to traditional lessons alone (Kiviniemi 2014; López-Pérez et al 2011; Uğur et al 2011). Teachers are able to motivate their students in blended learning, in turn resulting in lower dropout rates in comparison to eLearning (López-Pérez et al 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
