This study examined the effects of applying a blended learning-based Problem-Based Learning (PBL) strategy to the undergraduate course Forest Healing Resources, focusing on changes in learning motivation and reflective experiences among adult learners. The participants were 50 students in the Department of Forest Healing at K University, of whom 38 engaged in online individual projects and 12 in blended team projects that combined online and face-to-face activities. A mixed-methods design was adopted. Quantitative data were collected through pre- and post-tests of learning motivation based on the ARCS model, and analyzed using paired t-tests in SPSS 28.0. Qualitative data were drawn from reflective journals and project outputs (garden design plans, reports, photos, and videos) of blended project participants, and analyzed using Braun and Clarke’s (2006) thematic analysis procedure. The results indicated significant improvements in all four ARCS dimensions, with attention and relevance showing particularly notable increases among blended team participants. Thematic analysis yielded eight overarching themes and 24 subcategories, including emotional recovery, self-reflection, collaborative experiences, and career exploration. Presenting specific examples of coding and theme development enhanced methodological transparency. These findings suggest that blended PBL is effective in fostering intrinsic motivation and holistic growth among adult learners, while the combined analysis of reflective journals and project outputs strengthens the validity of the study as a case study, contributing to its academic value.
So Yeon Kim (Tue,) studied this question.
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