Designing Blended Learning Contain Soft Skills in Higher Education

Abstract

The development of Information and Communication Technology (ICT) in education has positively impacted education, showing significant changes. The development of knowledge for students or become a means of information that is conducive to the learning process of students, as well as in terms of finding and identifying the information needed by students. Blended learning is a thoughtful blend of face-to-face and online learning experiences. The basic principle is that face-to-face oral communication and online written communication are optimally integrated so that the strengths of each are blended into a unique learning experience according to the context and intended educational goals. The ability to understand and apply the material taught in certain courses contains aspects of scientific ability (hard skills) and aspects of soft skills proportionally and intact. The learning process uses a blended learning model. It applies a learning pattern centered on student activity and creativity, allowing the soft skills aspect to be conditioned. This research aims to describe the blended learning design containing soft skills in higher education. This is qualitative research using descriptive analysis. The data were obtained through literature studies and expert opinions related to the appropriate learning model implemented in learning in higher education. There are six work procedures for blended learning design containing soft skills that describe a work procedure that has clear components and is related to one another, among others: (1) formulating learning outcomes; (2) determining the soft skills domain; (3) mapping and organizing learning materials; (4) determine and select learning settings; (5) determine and design synchronous and asynchronous learning activities; and (6) formulating learning steps with the Community of Inquiry framework.