Page 89 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

U. Rahmi et al. · Development of Blended Learning Content to Increase Learning

Engagement in Higher Education - Universitas Negeri Padang, Indonesia

other activities. Moreover, the content presented on the platform tends to be
separate files without learning instructions or learning design (LD). Students

admitted that they were confused by the sequence of their activities because it was

only a display of material in the Learning Management System (LMS). The
presentation of materials in the LMS is also problematic because there are no set

minimum standards. UNP tries to address these problems by publishing policies

for implementing 50:50 blended learning with component rules and other related
quality policies. This is stated in Chancellor Regulation no 8 of 2018.

After this regulation was ratified in 2018, wide-scale training and
workshops were given to UNP educators. Various training materials were provided,

including how to manage content on the LMS, how to design blended learning that
actively involves students, how to create interactive content, animated content,

learning videos, and assessments for each lecture that is carried out using the

blended learning system.
These e orts are still ongoing. In 2020 the online learning platform was

upgraded to Moodle v3. This improvement had an impact on the implementation of
training and workshops on the use of the LMS for UNP educators. All educators

should now have the ability to design, develop, implement, and evaluate the

implementation of blended learning, as data shows that all educators have
completed the training in 2020. This activity is one of UNP’s policies in which each

educator should optimise their LMS materials. An evaluation was conducted after
the training programme. The evaluation findings indicate improvements in some

areas, such as the component of each meeting, content variation, learning

scenario by using a student-centred approach. Analysis of the evaluation results
showed that all educators have the ability to complete the minimal component,

however, further e orts are needed to improve the quality of content. In addition,
there is the data distribution for UNP educators using the LMS provided by the

Information and Communication Technology Development Unit (PTIK), as shown
in Table 12 below.

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