Page 91 - 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

Methodology

The case study method used is Research and Development (R&D) following the

ADDIE model procedure. The first step includes an analysis of needs, student
characteristics, and supporting facilities at UDP. The needs analysis was carried out

by conducting a study of the curriculum, the needs of stakeholders, what were the
urgent educator objectives, and what needs to be achieved through the BUKA

Project. In this step, 10 courses are identified for development. Furthermore, an
analysis of student characteristics was carried out with various e orts including

surveys, interviews, and reviewing the literature on how students learn and what

students need to develop their potential. Then, an analysis of supporting facilities
was carried out for the implementation of open, distance, and blended learning.

The team made an inventory of supporting facilities from tertiary institutions and

student access to devices that are potentially needed in implementing open,
distance, and blended learning.

The second stage is the design stage, which was carried out based on the
results of the needs analysis. At this design stage, three main things were

produced, namely the design of learning activities for each module, the design of
content for the LMS, and the design of assessments based on the learning activities

and models used in each module. The learning model used is case-based learning

and project-based learning. Learning design, content, and assessments were
designed to support the implementation of these two learning models in an open,

distance, and blended learning environment.
The third stage was the development of learning resources and validation.

The LD was adapted to the scope template. Learning content was adapted into

various media formats such as text, audio, video, and interactive multimedia. The
assessment plan was developed into assessment rubrics, quizzes, and tests for

each course. After this, all learning resources were uploaded to the LMS in
accordance with the specified systematics at UNP. Each section in a module must

contain topics, objectives, content, summaries, discussions, assignments, and

references. At the end of this stage, activities, content, and assessments were
validated by LD experts, learning media and content experts, and assessment

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