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The principles of blended learning design with heutagogy approach thourgh e-ganesha moodle in indonesian language learning

2021; IOP Publishing; Volume: 1810; Issue: 1 Linguagem: Inglês

10.1088/1742-6596/1810/1/012048

1742-6596

I Putu Mas Dewantara, I Ketut Dibia,

Education and Vocational Training

Abstract This study aimed to discover the principles of blended learning design with a heutagogy approach through e-ganesha Moodle. The research design used was a qualitative design with Design Based Research (DBR) method. The subjects of this study were students, lecturers, and education experts. The research setting was Indonesian language subject at the Ganesha University of Education. The data collection method used were observation and interviews, while the data were analysed by using the technique proposed by Miles and Huberman. The results showed that there were 8 principles of blended learning design with a heutagogy approach, including (1) the curriculum was open or flexible so that it could be adjusted to the characteristics of students; (2) Learners acted as drivers in determining learning paths, activities, and contents; (3) Preparation of students before the curriculum discussion needed to be done by sending materials before discussions related to learning activities were carried out; (4) Educators acted as facilitators to assist students in increasing self-efficacy; (5) Students were involved in the design of the assessment that was enforced and had flexibility by looking at the existing situation; (6) Synchronous and asynchronous modes occurred individually or collaboratively; (7) Synchronous and asynchronous modes by looking at the involvement of technology and the independence of students could be divided into 6 learning mode designs, namely (a) face to face, (b) face to face tutorial, (c) virtual face, (d) full instruction and content, (e) semi instruction and content, and (f) independent learning; and (8) Reflecting on learning to increase self-efficacy.