Identifying and Prioritizing the Components of Blended Learningin Elementary Schools

Document Type: Original Article


1 دانشجو

2 گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد کرمانشاه

3 گروه علوم تربیتی


The general aim of the present research is to identify and prioritize the components of blended learning in the elementary schools. This combined research is of sequential exploratory type. In the qualitative stage, the content analysis method and in quantitative stage the descriptive survey method is used. Participants of the qualitative part were professors of educational sciences that 15 of them were selected for interview in a targeted manner. In vivo coding was used for data analysis. Finally (over 150 indicators) and (6 main components) were achieved, the components included: (1. tools, 2. contents, 3. teaching method,, 5.evaluation, and 6. learning theories). The research community of quantitative part included all headmasters and head teachers, experts, and teachers of elementary schools in west Islamabad, in 2017-2018 academic year, with a frequency of 650 individual, that 242 individual were selected by a stratified random sampling method with Morgan table. The questionnaire was designed and distributed based on the findings. Its face validity was confirmed by the professors and of 0.87 alpha was obtained for the reliability measurement. For descriptive analysis, the central and dispersion parameters were used, and for inferential analysis the (Smirnov test, Friedman test) and SPSS and LISREL were used. The findings, in addition to confirming and explaining the components, showed the internal correlation between the six components of the blended learning education is positive and meaningful, meaning that the application and promotion of each component in a combination allows the application, enhancement and strengthening of the other component.