Blended Learning Design within the Framework of Reflective Practice-based Learning

This paper aims to draw on the experiences of designing and implementing a
blended learning course for the professional bachelor’s program in Export and
Technology Management at the University College of Northern Denmark.
While existing literature on blended learning primarily focuses on technological advancements, this research takes a pedagogical and didactical approach to analyse and explain the underlying principles of the course design.
Additionally, this study adopts a Design-Based Research (DBR) approach,
which combines theoretical development with practical improvements in real-life educational contexts.
The methodology of Design-Based Research was chosen, and mixed methods were employed to collect and analyse data. Specifically, data were gathered
through participatory observation, focus-group interviews, and a survey conducted in 2023. Acknowledging the iterative nature of the DBR methodology,
a subsequent study is planned for a new cohort of students in 2024, aiming to
enhance the generalizability of the research outcomes.
The research findings, both qualitative and quantitative, indicate that the online component of the learning process (McGraw Hill Learning Platform Connect) enhances students’ foundational knowledge and subsequently facilitates
the integration of theory and practice through reflective exercises during classroom instruction.