| dc.description.abstract | This study explored the design and development of blended learning courses at Makerere University, with three objectives: analyzing pre-design activities, designing learning activities and resources, and assessing evaluation approaches tailored for blended learning. Using an interpretivist paradigm and qualitative phenomenological approach, the research examined the perspectives of course developers, instructional designers, and subject matter experts, guided by the Blended Learning Curriculum (BLC) Design model by Huang, Ding, and Zhang. Data collection involved purposive sampling, with 19 courses and 12 participants, achieving data saturation for a comprehensive view. Phenomenological reduction allowed in-depth analysis of interviews and course documents, highlighting critical factors for quality blended learning, including a learner-centred focus, alignment with learning outcomes, diverse activities, continuous assessment with feedback, and technical accessibility. The study identified challenges like inconsistencies in assessment and difficulties balancing online and face-to-face elements, advocating a holistic approach that emphasizes structured pre-design analysis, integration of learning activities and resources, and consistent assessment practices. Recommendations target faculty, course developers, and policymakers to improve blended learning quality at Makerere University, suggesting enhanced faculty support, customization of blended strategies, and addressing key challenges to foster more inclusive and effective educational experiences. | en_US |
