this paper was presented on the 3rd International Conference on Innovation in Education, Mahidol University, Thailand 2017.

6. FIELD TEST #2
EXPERTS REVIEW
ONE-ON-ONE
EVALUATION
FIELD TEST #1
TENTATIVE
MODEL
FIELD TEST #3
FINAL MODEL
revision
revision
revision
revision
PROCEDURE

8. • Self-directed
learning at
any1me and
anywehere
• Learning
any1me,
anywehere
with others
• Learning at the
same 1me but
diferent place
• Learning at the
same 1me and
place
Live
Synchronous
Virtual
Synchronous
Self-directed
Asynchronous
CollaboraJve
Asynchronous
SYNCHRONOUS
ASYNCHRONOUS
BLENDED
QUADRANT OF
BLENDED
LEARNING
SETTING

10. PEDATI:
A BLENDED LEARNING SYSTEM DESIGN MODEL

11. CRITERIA FOR SELECTING AND DETERMINING
BLENDED LEARNING STRATEGY

12. LEARNING DEEPENING
APPLYINGMEASURING
deductive inductive
LEARNING
PATH

14. Scale 1st Field
Test
2nd Field
Test
3rd Field
Test
4 – Excellen 33.6% 67.5%
3 – Good 20% 47.7% 31.7%
2 – Fair 48% 25% 0.8%
3 - Poor 32%
PARTICIPANTS’ ABILITY IN DESIGNING
EFFECTIVE BLENDED LEARNING IMPROVED

15. 32
26
34
28
32
39
30
37
0
5
10
15
20
25
30
35
40
45
easy systema1c &
logic
interac1ve appelang
AGREE STRONGLY AGREE DISAGREE STRONGLY DISAGREE
RELATIVE ADVANTAGES OF THE MODEL

16. 33
49
37
47
31
15
25
14
1 1
3 4
0 0 0 0 0
10
20
30
40
50
60
Compa1bility User-friendliness Observability Trialibility
Strongly Agree Agree Disagree Strongly Disagree
INNOVATION CHARACTERISTICS OF THE MODEL

17. A"er having three stages of
forma1ve evalua1ons, i.e.
experts review, one-on-one
evalua1on, and three 1mes
of field tests, it is concluded
that this model was
feasible, effec*ve and
implementable.

18. J