This study explores the interaction design of collaborative learning in blended design studio courses, where collaborative digital platforms augment co-located teamwork. These platforms function as designed interaction environments, shaping how students communicate, co-create, and express their ideas. Using a mixed-methods approach; observation, User Experience Questionnaire, and focus group interviews, the study proposes the Blended Collaborative Learning (BCL) model. BCL builds upon Harasim’s Online Collaborative Learning, integrates the Community of Inquiry model’s presence dimensions, and aligns with the technological pedagogical content-knowledge (TPACK) model. Collaborative interaction is analyzed across three stages; Idea Generating, Idea Organizing, and Intellectual Convergence, each expressed through distinct modes (e.g., democratic vs. autocratic, cooperative vs. collaborative, consensus vs. voting). The findings show that platform affordances support multimodal communication and influence the quality of collaboration. BCL positions blended learning as a designed educational experience that combines digital interfaces, embodied presence, and pedagogical objective.
Adriyanto et al. (Sat,) studied this question.