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.
