Keywords
phenomenological
blended learning
teaching and learning
How to Cite
Abstract
Blended learning requires the detailed combination of both in-person and online learning activities. To achieve the best result of improved learning outcomes, the conversion of a face-to-face course for blended learning delivery should follow a systematic process of instructional designing. The process involves collaboration between instructional designers (IDs), who are well-trained in adult pedagogical methods, and faculty Subject Matter Experts (SMEs), who provide expertise on the content to be delivered through the blended course. As a review measure on the instructional design process at the Maldives National University (MNU), this study explored the experiences of SMEs as they interact with instructional designers to design and develop blended learning courses. Ten SMEs who collaborated with instructional designers in the instructional design process for different subjects for the past four years were interviewed to share their experience. The thematic analysis of the results depicted that the instructional designing process improved their pedagogical approach and delivery with increased student satisfaction and made the teaching and learning process easier and effective. Along with it many agreed that the academic workload is a major challenge. The study implies instructional design process as a requirement for the best result of improved learning outcomes in blended learning. The process allows the implementation of blended course structures and pedagogical choices for interaction, material distribution, learning facilitation, direct instruction and constructed organisation and design throughout the course with dedicated student participation and critical reflections for both in-person and online learning. Hence, the process should be continued and solutions should be sought to overcome the challenges for the successful implementation.
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