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

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

Chantelle Bosch, Elsa Mentz, Gerda Marie Reitsma
Copyright: © 2019 |Volume: 11 |Issue: 1 |Pages: 16
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565246|DOI: 10.4018/IJMBL.2019010105
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MLA

Bosch, Chantelle, et al. "Integrating Cooperative Learning into the Combined Blended Learning Design Model: Implications for Students' Intrinsic Motivation." IJMBL vol.11, no.1 2019: pp.58-73. http://doi.org/10.4018/IJMBL.2019010105

APA

Bosch, C., Mentz, E., & Reitsma, G. M. (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. http://doi.org/10.4018/IJMBL.2019010105

Chicago

Bosch, Chantelle, Elsa Mentz, and Gerda Marie Reitsma. "Integrating Cooperative Learning into the Combined Blended Learning Design Model: Implications for Students' Intrinsic Motivation," International Journal of Mobile and Blended Learning (IJMBL) 11, no.1: 58-73. http://doi.org/10.4018/IJMBL.2019010105

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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.

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