Study on Instructional Designers’ Various Perspectives of Different Learning Modes in Blended Learning

Abstract

AbstractMany organizations want to implement blended learning. Many have invested resources in their efforts of implementing blended learning. This study is aimed to find out the appropriate situations of using face-to-face activity, asynchronous online activity, and synchronous online activity in a blended learning environment. We explore the reasons why these are the appropriate situations. In this qualitative study, seven instructional designers, who have at least three years blended learning design experience were interviewed. Findings from this study show that there are key situations and potential challenges that instructional designers opine the usage of face-to-face activities, asynchronous online activities, and synchronous online activities in blended learning. Based on the various perspectives from the seven instructional designers, blended learning design guidelines on various situations of using face-to-face activities, asynchronous online activities, and synchronous online activities, and preventing some potential challenges have been postulated, which serve as a guide for instructional designers.KeywordsBlended learningAsynchronous online activitiesSynchronous online activities