This study addresses the urgent need for pedagogical transformation in higher education amid rapid digitalization by formulating design principles for multimodal blended learning (MBL) that navigate cognitive load and strengthen critical literacy in Indonesian language courses. A descriptive–qualitative research design was employed, with data collected from two contrasting institutions: Universitas Pendidikan Ganesha (standardized ecosystem with integrated LMS) and Universitas Mahasaraswati Denpasar (flexible, multiplatform practices). Data were gathered through classroom observations, syllabus/module/media analysis, in-depth interviews (lecturers, students), and open-ended questionnaires. Instruments were guided by Cognitive Load Theory and the framework of digital critical literacy. Thematic analysis with source triangulation was conducted to ensure validity. Findings reveal systemic trade-offs: standardized single-channel delivery reduces extraneous load but risks routinizing practices and limiting critical dialogue, while creative multiplatform practices enhance engagement and production but increase fragmentation and cognitive overload, resulting in uneven critical performance. Synthesizing empirical findings with theoretical insights, the study proposes five design principles: (1) consistent access through a primary channel, (2) meaningful modality alignment with learning objectives, (3) cognitive load balancing (chunking, clear navigation, concise instructions), (4) structured stimulation of critical literacy (analysis, evaluation, reflective production), and (5) connection with students’ everyday digital practices. This contribution advances technology adoption readiness by providing a conceptually tested blueprint for instructional design development and subsequent trial implementation.
Dewantara et al. (Thu,) studied this question.
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