Learning Design Preferences of Midwifery Students Following Emergency Remote Learning: A Qualitative Content Analysis to Inform Blended Learning Development

Annisa Sali Pinaremas; Tesza Rezky Permata

doi:10.55606/lencana.v4i4.7063

Authors

Annisa Sali Pinaremas Poltekkes Kemenkes Pangkalpinang
Tesza Rezky Permata Poltekkes Kemenkes Pangkalpinang

DOI:

https://doi.org/10.55606/lencana.v4i4.7063

Keywords:

Blended Learning, Emergency Remote Learning, Learning Design, Midwifery Education, Qualitative Content Analysis

Abstract

Blended learning is increasingly integrated into health professions education, yet its effectiveness hinges on aligning learning modalities with target competencies. This study aimed to explore midwifery students’ learning-design preferences following emergency remote learning and to identify their implications for competency-based blended learning development. A secondary qualitative content analysis was conducted using open-ended survey responses from midwifery students at Poltekkes Kemenkes Pangkalpinang. Out of 98 eligible respondents, 86 usable responses were included in the final analysis. Data were analyzed using conventional qualitative content analysis with research-team consensus. Four main themes emerged: (1) the continuing importance of face-to-face learning; (2) the purposeful integration of online theory and campus-based practical training; (3) the need for flexible organization of face-to-face learning; and (4) the demand for accessible, well-structured, and engaging digital learning. Students viewed online and face-to-face formats as complementary rather than competing modalities. These findings indicate that blended learning in midwifery education should be competency-driven, leveraging digital modalities for theoretical preparation and flexibility, while reserving face-to-face environments for hands-on skills, direct interaction, immediate feedback, and experiential learning

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