Esmaeil Zaraii Zavaraki; Mahdi Vahedi; MohamadReza Heydari
Abstract
Today, blended learning has been welcomed by educational systems. An important factor in the quality of implementation and evaluation of a blended learning is the emotional presence of learners. Therefore, the aim of the present study was to investigate the effect of blended learning on the emotional ...
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Today, blended learning has been welcomed by educational systems. An important factor in the quality of implementation and evaluation of a blended learning is the emotional presence of learners. Therefore, the aim of the present study was to investigate the effect of blended learning on the emotional presence of elementary school students in Shahryar city in science course. The research method was a quasi-experimental type of pre-test-post-test with a control group. Using available sampling method, 60 students were selected and randomly assigned to experimental group and control group. The instrument of data collection was Cleveland-Innes and Campbell (2012) emotional presence questionnaire. The experimental group received 6 sessions of blended learning and the control group received 6 sessions of face-to-face learning. In order to check the changes before the intervention, a pre-test was performed on both groups, and after the intervention, a post-test was performed on both groups. To analyze the research data, statistical methods were used at two descriptive levels (mean and standard deviation) and inferential (correlated t-test and multivariate covariance analysis). The results of covariance analysis showed that the effect of blended learning on emotional presence is greater than that of face-to-face learning. Therefore, it can be said that blended learning can effectively provide the context for expressing emotions and feelings of learners.
Nasrin Tork; Molook Khademi Ashkzari; Esmaeil Zaraii Zavaraki
Abstract
This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i ...
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This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i University Faculty of Educational Sciences and Psychology, who were studying in the first semester of the academic year 2014-2015. The statistical sample was selected using non-randomized and available method and replacement was conducted in two experimental and control groups randomly. The instruments used in this research were the Situational Motivation Scale (SIMS) to measure students’ motivation and the students’ final grades for measuring their learning. At first, pre-test of academic motivation was done for both groups, then the experimental group completed a semester with blended learning method and the control group received the instruction through face- to -face method. After a semester, the post-test was taken from both groups. Motivation data were analyzed using analysis of covariance (ANCOVA) and learning through independent t-test. Findings showed that blended learning has been more effective on learning and academic motivation. So it can be concluded that blended learning can be used as a new and effective method in educational systems to promote learning and motivation.
Monireh Movahedi; Mohammad Sadegh Esmaeilifar; Nadiya Gholamipour
Abstract
The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They ...
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The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They were studying in 42 schools in 93-94 school year. Out of schools with ICT facilities, one school was randomly selected, then two second grade classes were selected as experimental and control groups. Matius et al’s Self-efficacy questionnaire was used to gather required information on self-efficacy. It was used as a pre-test, survey and post-test instrument in both control and experimental group. First pre-test was administered. Then, during 8 weeks of first term of school year, educational contents were taught using social networks and traditional methods for experimental and control groups, respectively. After training, both groups were assessed in terms of their self-efficacy. Survey test was administered two months after training. Using frequent assessments, the results revealed that there was a significance difference in the self-efficacy of experimental and control groups (P≥./001). Experimental group continued their superiority in self-efficacy two months after training. Research results demonstrated the positive effect of Blended learning-Based Social Networks on self-efficacy.
