AN INNOVATIVE WAY OF DESIGNING BLENDED LEARNING THROUGH DESIGN-BASED RESEARCH IN HIGHER EDUCATION

Within higher education, the use of blended learning (BL) is exponentially increased in 21st century, which poses a number challenges designing process BL for educators. The aim this designbased research (DBR) study was to assist an inexperienced educator teaching and course education convert face-to-face (F2F) into course. During design delivery course, what appropriate practices were needed achieve creating efficient effective determined educator’s reflections on first experience documented over three iterative cycles. Mixed methods including environment observations, interviews, student surveys employed. results demonstrated that enabled adopt active approaches, engage students critical thinking promote quality interactive collaborative assignments. Although indicated time limitation as obstacle teach more contented with found it useful supportive overall. Findings presented discussed future studies implications.