Page 92 - 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

experts. Validation was carried out using a validation template document
completed by experts in assessing activity and content in the LMS. In addition to

assessing, experts were also asked to provide input on possible improvements.

Module content was then revised and made ready to be implemented.
The fourth stage is the implementation and testing of the activities and

content that had been designed. The implementation was carried out in the study

programmes of Educational Technology, Educational Administration, Animation,
Electronic Engineering, and Chemistry. During implementation, the use of the LMS

was observed by the teaching team, using the observation sheets that had been
prepared. At the end of the implementation, users, both educators and students,

were asked to fill out a questionnaire. This questionnaire was used to analyse the
quality of the implementation in order to assess the feasibility of using open,

distance, and blended learning developed in UNP. The questionnaire data were

analysed using descriptive techniques and qualitative data triangulation.
The final step of the ADDIE model is evaluation. This stage is integrated into

each ADDIE step. Two types of assessment were carried out, the first is a formative
assessment that was carried out during the development stages, whereas the

second is a summative assessment that was carried out at the end of the

implementation phase. The summative assessment uses instruments in the form
of questions focused on the e ectiveness of activities and content for open,

distance and blended learning. The results were analysed using the t-test
technique to compare class learning outcomes using blended learning with

conventional classes.

Challenges

The challenges faced while developing blended learning activities and content

related to the development of LDs through the BUKA Project. In other words,
developing LDs is challenging for each of the distinct knowledge fields that became

the focus of the UNP project, i.e. science, vocational and social fields. Each of them

has special characteristics and criteria in LD. The scientific group has the
characteristics of learning that explores material in depth with related practicums.

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