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Integrating cooperative learning into the combined blended learning design model: implications for students' intrinsic motivation

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IGI Global

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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

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Bosch, C. et al. 2019. Integrating cooperative learning into the combined blended learning design model: implications for students' intrinsic motivation. International journal of mobile and blended learning (IJMBL), 11(1):58-73. [https://doi.org/10.4018/IJMBL.2019010105]

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