A Formative Evaluation of a Design Guide for Blended Learning Environments

Abstract

A blended learning environment combines offline and online delivery methods. Although such environments can motivate students to learn, designing them is a key challenge. According to self-determination theory, students are motivated to learn when their basic psychological needs for autonomy, competence, and relatedness are satisfied. Although self-determination theory is well established, it remains unclear how to design combinations of offline and online delivery methods that support students’ psychological needs. We developed a design guide intended to help teachers design such environments. This study reports on an early-stage formative evaluation conducted to collect feedback on the guide’s applicability. We invited eight teachers to use the guide to design a combination of offline and online delivery methods for their educational programs. We collected qualitative feedback on how the teachers understood the guide through audio recordings of conversations; how their design decisions deviated from what the guide prescribed through design templates; and what aspects of the guide could be improved through reflective questions and focus groups. The main findings highlighted ways to improve how delivery methods are defined and classified. Drawing on these findings, we propose both refinements to the conceptualization of delivery methods and design ideas. This study may help teachers and instructional designers identify opportunities within different delivery methods for supporting students’ psychological needs when designing blended learning environments.