DOI: 10.4018/IJMBL.2019010105 International Journal of Mobile and Blended Learning Volume 11 • Issue 1 • January-March 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 58 Integrating Cooperative Learning into the Combined Blended Learning Design Model: Implications for Students’ Intrinsic Motivation Chantelle Bosch, Faculty of Education, North-West University, Potchefstroom, South Africa Elsa Mentz, Faculty of Education, North-West University, Potchefstroom, South Africa Gerda Marie Reitsma, Centre for Health Professions Education, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa ABSTRACT Extensive research has been done on the implementation of cooperative learning (CL) in a face-to-face classroom. However, only a few studies could be found on the implementation of CL in a blended learning environment. The implementation of CL in such an environment is a challenging goal for facilitators. It requires a commitment to change and the willingness to take risks, it takes time and requires planning. This article reports on research done to develop a holistic blended learning (BL) design model. The development of the model was based on a synthesis of a number of pedagogical models, which focus specifically on the integration of technology. The model was then used as a tool to design a module with the integration of CL in a BL environment. It was evident from the findings of the qualitative data that the students’ intrinsic motivation (IM) improved after implementing the CL–BL module design. KeywoRDS Blended Learning, Blended Learning Design Model, Cooperative Learning, Intrinsic Motivation INTRoDUCTIoN Cooperative learning (CL) is an approach that involves a small group of students working together as a team to solve a problem, complete a task, or accomplish a common goal (Wessner & Pfister, 2000). According to a literature review done by Korkmaz (2012), CL contributes to students’ academic successes, cognitive skills, self-confidence, social skills, metacognition levels, problem solving skills, ability to work in groups, positive attitudes towards learning and courses, and intrinsic motivation. Facilitators should design curriculums and instruction in which students are motivated to participate in learning tasks (Liao, 2005). When students are intrinsically motivated, they will engage in a task because it is enjoyable and they find it inherently interesting (Hung, Durcikova, Lai & Lin, 2011). A number of studies on online learning environments found that ‘social presence’ or involvement, where students felt part of a community, have contributed positively to learning outcomes and student satisfaction with online courses (Kazmer, 2000). Song and Hill (2007) contended that online learning allows students to have better control of the instruction. This, together with the number of online collaboration tools available on the Internet opens up a number of possibilities for the implementation of CL in a blended learning environment. This paper presents findings from a larger PhD study (Bosch, 2016).