Page 93 - 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

Meanwhile, in the vocational field, they engage in practical activities that have to
be designed. Then, in the social field content needs to be developed relating to

interactions between humans. The design of learning activities for each subject is a

challenge in presenting activities that combine face-to-face activities and
activities in the LMS. Every activity in the LMS is integral to the development of

learning activities that support blended learning. In addition, the three selected

disciplines in the development of LD and lecture content have challenges in
presenting content that fits the needs of the lectures. The content developed

supports the critical thinking level of students, content that supports LMS
integration as part of learning, has the potential needed in the application of open,

distance, and blended learning. The application of open, distance and blended
learning systems certainly has content in text, audio, video media formats, which

are available to support features in the LMS.

Findings

The needs analysis was done by collecting students’ responses toward the need for

blended learning. The responses were collected from the social field as a
representative of this analysis. Based on data from the needs analysis, around

82.4% of student respondents from the social field favoured that video media be

developed in blended learning, while 12,6% of student responses stated the need
for text formats, broadcast media, and infographics. The following is the content

format needed in blended learning (see Figure 10).

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