Resumen de Instructional design models for blended learning in engineering education
The purpose of this study is to develop instructional methods and processes for designing authentic contexts of blendedlearning in engineering education. Design strategies for the reproduction of professionals’ authentic contexts are suggestedwith guidelines for the actual development of a blended learning course. According to the development researchmethodology, along with a prototype e-learning course, six design strategies were developed as follows: (1) select andidentify authentic tasks that practitioners or experts can solve; (2) analyze the context of solving the authentic task;(3)model experts’ cognitive and behavioral processes of solving the authentic task; (4) develop assessment tools for theauthentic task; (5) apply instructional strategies to provide authentic contexts by using technologies; and (6) developinstructional resources and environments. Two task analysis methods, activity theory and PARI (Precursor–Action–Results–Interpretation), were employed to identify authentic troubleshooting problems of energy auditing. Constructivistlearning models and strategies were implemented; they had been adopted from situated learning, anchored instruction,cognitive apprenticeship, and goal-based scenarios. The research implications and limitations are discussed for general-ization in future studies.
