AN INSTRUCTIONAL DESIGN FOR DEVELOPING AN EFFECTIVE BLENDED LEARNING ENVIRONMENT

M. Mabed, T. Koehler

Dresden University of Technology (GERMANY)
Since the success or failure of learning and teaching depends on the quality of designing learning activities, the concept of instructional design is gaining a growing interest in the field of developing blended learning. Obviously, the implementation of blended learning course should be varied according to the course, student, and context. Furthermore, the best way to achieve more students’ satisfaction is applying appropriate procedures for instructional design.
This study describes the instructional design process for developing blended learning course in order to enhance students’ performance. Accordingly, the blended learning curriculum (BLC) model is adopted and utilized to design blended learning for electrical engineering course. This model involves three main stages; pre-analysis, activity and resource design, and instructional assessment. The whole process begins with the analysis of students’ characteristics in terms of their prior knowledge, learning preferences, and learning strategies. To explore the structure of electrical engineering course, the content analysis is preformed. The analysis of blended learning environment is taken into account; however, learning management system (LMS) is determined, customized, and translated. In addition, the main goals of the course, learning objectives, and achievement levels of the students are investigated. This study highlights also the arrangement of strategies of information communication in the learning process and how to support blended learning context. The identifying of instructional methods, learning events, and learning units are included. Due to the importance of assessment as a critical indication to the well-design of blended learning, the process of evaluation of the entire designing the course is discussed.
This study concludes with some potential benefits of the instructional design model as well as the possible directions for future research. For example, it is the first model that focuses on designing learning resources in detail as a part of designing blended learning. Additionally, this model provides a comprehensive overview of the most important parts on sequential features of activity design. Moreover, this model discusses the selecting suitable activities for whether face-to-face or online learning.