Integrating Cooperative Learning into the Combined Blended Learning Design Model: Implications for Students' Intrinsic Motivation

Chantelle Bosch, Elsa Mentz and Gerda Marie Reitsma
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Chantelle Bosch: Faculty of Education, North-West University, Potchefstroom, South Africa
Elsa Mentz: Faculty of Education, North-West University, Potchefstroom, South Africa
Gerda Marie Reitsma: Centre for Health Professions Education, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa

International Journal of Mobile and Blended Learning (IJMBL), 2019, vol. 11, issue 1, 58-73

Abstract: Extensive research has been done on the implementation of cooperative learning (CL) in a face-to-face classroom. However, only a few studies could be found on the implementation of CL in a blended learning environment. The implementation of CL in such an environment is a challenging goal for facilitators. It requires a commitment to change and the willingness to take risks, it takes time and requires planning. This article reports on research done to develop a holistic blended learning (BL) design model. The development of the model was based on a synthesis of a number of pedagogical models, which focus specifically on the integration of technology. The model was then used as a tool to design a module with the integration of CL in a BL environment. It was evident from the findings of the qualitative data that the students' intrinsic motivation (IM) improved after implementing the CL–BL module design.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jmbl00:v:11:y:2019:i:1:p:58-73

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