Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students

Monique M.J. Engelbertink*, Saskia M. Kelders, Kariene M. Woudt-Mittendorff, Gerben J. Westerhof

*Corresponding author for this work

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Abstract

Introduction: In this study, a blended learning course, designed using a participatory design approach and Persuasive Technology (PT), was evaluated by students and teachers. The use of a participatory design and PT may help facilitate a blended learning course that motivates students and supports teachers in this relatively new field. Method: Students received the blended course as part of their regular curriculum. Subsequently, interviews with students (N = 10) and teachers (N = 3), as well as a survey among students (N = 35) were held to evaluate the blended course. Results: Most of the PT which was implemented motivated the students to participate in the online course. The techniques suggestions, similarity, reduction, self-monitoring and tunneling seemed to specifically motivate students. According to the students, their teachers sufficiently integrated the online course with the Face to Face Classes. Teachers stated that they stimulated intrinsic motivation, supported students to complete their tasks and facilitated the blended learning process (integrating the different elements of a blended learning course). Discussion/Conclusion: The use of PT motivated students. Teachers played a crucial role in merging different aspects of the blended learning course. Future challenges would be the implementation of social support online.

Original languageEnglish
Number of pages17
JournalSocial Work Education
Early online date17 Jan 2020
DOIs
Publication statusE-pub ahead of print/First online - 17 Jan 2020

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Keywords

  • Blended learning
  • Motivation
  • Participatory design
  • Persuasive technology
  • Reflection
  • Social work

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