ABSTRACT
This chapter describes how a blended higher education learning course can be designed to take advantage of digital possibilities. Faculty are often under pressure to (1) increase digitalisation aspects in their graduate programmes and (2) involve students in research activities. This chapter presents a case that makes it clear that research ‘practice’, that is, learning based on constructive alignment, can be implemented successfully through the use of digital technologies. It shows, also, that more can be achieved within a shorter time and that it enhances the rigor of students’ methodological and analytical work.
