Participatory design of persuasive technology in a blended learning course: A qualitative study

Abstract

Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'.

Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?

“…These technological tools enabled integrating up-to-date pedagogical methods, monitoring student performance, and maintaining ongoing e-communication between teachers, students, and their parents. These implications of technology integration are beneficial in both ERT and offline learning in the classroom (Blau & Hameiri, 2017;Engelbertink et al, 2020).…”

“…The benefits of online DL can lead to changes in the nature of education, motivate students to participate in online learning activities, expand educational access, and encourage students to function as self-regulated and independent learners ( Blau & Shamir-Inbal, 2017a ; Harris-Packer & Ségol, 2015 ). It provides students with a variety of choices, convenience to their needs, and personalization that supports effective teaching and learning processes ( Engelbertink et al., 2020 ). Moreover, technology can promote the construction of new knowledge based on a variety of pedagogical approaches and a wide range of learning resources ( Blau & Shamir-Inbal, 2017b ; Blau, Shamir-Inbal, & Avdiel, 2020 ).…”

Formation of cognitive activity of technical university students using elements of blended learning in the study of quantum physics

“…Despite a large number of different interpretations and definitions, scholars (Evans et al, 2019;Moskal et al, 2013;Engelbertink et al, 2020;Swenson & Redmond, 2009) adhere to a common opinion on the combination of various learning technologies, traditional and electronic (specifically, computer, distance, mobile, etc. ), the use of which is an important condition of the effective implementation of blended learning models.…”

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…When defining it, the authors agree in not considering this teaching method only as a mixture of classroom learning and online learning [16], but rather as a methodological basis that uses the best of the classroom learning teaching process, and the best of e-learning [17]. In order for the b-learning teaching process to be developed with a minimum of guarantees, the characteristics of those involved in the pedagogical act must be analysed [18], identifying the students' learning styles [19], and the changing the role of the teachers and instructors [20], with the student being the organiser of his or her own learning [21], while the teacher must become a guide [22], developing an open Mathematics 2020, 8, 1102 2 of 13 methodology [23], attending to the students individually [24], and promoting a more autonomous educational act in the student himself [25], with the intention of facilitating the expansion of the students' knowledge [26]. The manner and proportion of combining classroom and virtual teaching will depend on the needs and characteristics of the environment where the teaching and learning process takes place [27].…”