TY - JOUR ID - 86025 TI - Identifying and Prioritizing the Components of Blended Learning in Elementary Schools JO - Iranian Journal of Learning and Memory JA - IEPA LA - en SN - 2645-5447 AU - Basati, Mirarsalan AU - Mosavi, Faranak AU - Karam Afrooz, Mohammad Javad AU - Kaveani, Elham AU - Laei, Susan AD - Ph.D. Candidate of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran AD - Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran Y1 - 2019 PY - 2019 VL - 1 IS - 4 SP - 39 EP - 49 KW - blended learning KW - E-learning KW - Elementary schools KW - traditional learning DO - 10.22034/iepa.2019.86025 N2 - The general aim of the present research was to identify and prioritize the components of blended learning in elementary schools. This mixed-method research is of sequential exploratory type. In the qualitative stage, the content analysis method was used while in the quantitative stage, the descriptive survey was applied. Participants of the qualitative part were professors of educational sciences, fifteen of whom were selected for interview in a targeted manner. In vivo, coding was used for data analysis. Finally over 150 indicators and 6 main components (1- tools, 2- contents, 3- teaching method, 4-design, 5-evaluation, and 6- learning theories) were achieved. The research community of the quantitative part included all headmasters and head teachers, experts, and teachers of elementary schools in west Islamabad, in 2017-2018 academic year. Out of 650 individuals, 242 individual were selected through a stratified random sampling method with Morgan table. A questionnaire was designed and distributed based on the findings whose face validity was confirmed by the professors with the reliability of 0.87.  For descriptive analysis, the central and dispersion parameters were used, and for inferential analysis, the Smirnov test, Friedman test were applied using SPSS & LISREL. In addition to confirming and explaining the components, the findings showed that 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 components. UR - https://journal.iepa.ir/article_86025.html L1 - https://journal.iepa.ir/article_86025_fc7b2c43785b0bcace467f629e71b893.pdf ER -