Abstract—The advancement in educational technology precipitated by the dissemination of Internet in recent years has a potential to improve the quality of education by encouraging participation and collaboration between instructors and students. Educational institutions use information and communication technology (ICT) as a tool for teaching and learning in a number of ways including but not limited to Internet-based content delivery and visualization. This research involves the development and evaluation of blended learning courses at University of Sam Ratulangi (UNSRAT), Manado, North Sulawesi, Indonesia. The current work was aimed to redesign two courses of the existing curriculum based on the ADDIE instructional design model to support student-centered learning and develop e-learning materials. One of the courses was then delivered as two separate classes, the first class was delivered through conventional learning and the second class was delivered by blended learning. These were done to obtain a comprehensive view of students' preferences for learning model. Whereas the other course was entirely delivered by blended learning to acquire an evaluation of students' experience in this learning model. In this paper, the development of the courses based on the instructional design are described. From the questionnaire and examination results, students' achievements both for conventional learning and blended learning are evaluated. The outcome of the research can be seen as a description of students' experience and can offer recommendation on how to design e-learning based courses under the circumstances at UNSRAT. Index Terms—Blended learning, conventional learning, development, evaluation, Indonesia. I. INTRODUCTION Over the past decade, the rapid development and growth of information and communication technology (ICT) has enriched teaching and learning experiences and provided a chance to involve learners more, as well as improving the quality of education [1], especially in developing countries. Conventional learning refers to the traditional method of instruction where an instructor and students convene to the same physical location to hold a class meeting, usually with the instructor positioned at the center of the class circle [2]. It sets restrictions on the place and time of learning as well as the subjects to be learned and the teaching / learning assessment methodology. Students' achievement is usually assessed by written and, in some occasions, oral Manuscript received April 20, 2012; revised June 20, 2012. This work was supported in part by Graduate School of Science and Technology, Kumamoto University, Japan. They are with Kumamoto University, Japan (e-mail: sary@hicc.cs.kumamoto-u.ac.jp, chisaki@cs.kumamoto-u.ac.jp, tuie@cs.kumamoto-u.ac.jp). examinations given at specified dates and times. On the other hand, electronic learning (e-learning) refers to the emergent phenomenon in which teaching and learning occur via the Internet. Blended learning is the learning paradigm that attempts to optimize both traditional learning and distance learning advantages, potentials and benefits while eliminating both learning paradigms shortages and challenges [2]. One notable difference in this new approach toward learning is that an instructor acts as a facilitator or a guide to the students. E-learning has the potential to maximize chance of a students to interact with instructors and other students by online via the Internet, regardless of time and place. The effective integration of the Internet to higher education could maximize opportunities for students to become more involved actively in self-directional learning [3]. Although the number of studies on the application of e-learning at higher education institutions has increased rapidly in the last decade, little is known about e-learning experience of Indonesian students and their preferred method of e-learning. University of Sam Ratulangi (UNSRAT), Manado, North Sulawesi, Indonesia is searching for the most effective method to integrate e-learning into their curriculum. “Logic Circuit and Digital Technique” and “Discrete Mathematics” are the core of the second-term courses currently offered to undergraduate students at Electrical Engineering Department, Faculty of Engineering in UNSRAT. In the past, those courses were implemented through teacher-centered learning, in which an instructor took an active role in instruction and students passively received the information. However, we would like to design the course with a student-centered approach [4] [5] using Modular Object-Oriented Dynamic Learning Environment (Moodle) software platform which allows development of interaction and collaborative construction of content [6]. This study aims to build the basis for developing student-centered e-learning materials with the Moodle platform and the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model. To gain a comprehensive understanding of students’ experience and their preferred method of e-learning, the learning outcome was evaluated in two conditions: (1) conventional condition, and (2) blended learning condition which combined conventional method with e-learning. First, we will review the theoretical background regarding ADDIE instructional design model, conventional and blended method of learning and give a description of the refined version of the curriculum. Second, we will discuss the development of e-learning materials with the Moodle platform. Finally, we will conclude our paper by presenting the results of our study about the learning Development and Evaluation of the Blended Learning Courses at Sam Ratulangi University in Indonesia. Sary. D. E. Paturusi, Yoshifumi Chisaki, and Tsuyoshi Usagawa International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 2, No. 3, June 2012 242