Document Type : Research Paper

Authors

1 Assistant Professor, department of education, Payame noor University, Tehran, Iran

2 Associate Professor, Department of education, University of Isfahan

3 Master's degree in Curriculum Planning, Payame Noor University, Tehran, Iran

Abstract

This study aimed to investigate the situation of blended learning in the high school of Kohrang city. For its implementation, a mixed research method was used. The research had two statistical populations. The first group was scientific experts, executive experts and the second group was school principals, teachers of the first and second secondary courses, and education experts from the Department of Education of Kohrang. The method of selecting participants in the qualitative part was targeted (17 people) and in the quantitative part, stratified sampling was used (120 people). For data collection, semi-structured interviews were used in the qualitative part, and researcher-made questionnaires extracted from the interviews were used in the quantitative part. The validity of the questionnaire was done using face and content validity (0.79) and its reliability was also done using Cronbach's alpha coefficient for strengths of 0.79; Weaknesses 0.77; Opportunities were estimated at 0.82 and threats at 0.81. The findings showed that the most important point of strength was quick feedback to students and the most important point of weakness was the low level of electronic preparation of schools. The most important opportunity has been to achieve the goals of the education reform document as best as possible, and the most important threat has been to reduce the level of parental supervision over children. According to the findings of the research, the strengths outweigh the weaknesses and the opportunities outweigh the threats, so the proposed strategy of education is SO (Strength-Opportunity Strategy).

Keywords

ایجی، فائزه و بهاریان، زهرا. (1400). شناسایی نقاط ضعف و قوت آموزش مجازی و روش‎های ارتقای کیفیت آن در دوره ابتدایی، نهمین کنفرانس بینالمللی پژوهش در روانشناسی، مشاوره و علوم تربیتی. سازمان بین‌المللی مطالعات دانشگاهی.
دیناری، فریبا. (1395). فضای مجازی فرصت‌ها و تهدیدها، اولین کنفرانس ملی مهندسی کامپیوتر، علوم کامپیوتر و فناوری اطلاعات، مرکز علمی کاربردی استانداری قم.
رضایی، بیژن، نادری، نادر، تارین، حمداله و جعفری، حبیب. (1396). فرصت‌ها و تهدیدهای یادگیری الکترونیکی، مجله‌ی علوم تربیتی دانشگاه شهید چمران اهواز، 6(2)، 151-174.
زندی، مجید. (1399). تحلیل نقاط قوت، ضعف، فرصتها و تهدیدهای آموزش و پژوهش مجازی در رشته‌های مهندسی در شرایط همه‌گیری ویروس کرونا در کشور، دانشگاه مهندسی مکانیک و انرژی دانشگاه شهید بهشتی، گروه مهندسی انرژی‌های تجدید پذیر.
شاه‎بیگی، مرتضی، آقاحسینی، تقی و کلباسی، افسانه. (1399). امکان‏سنجی به‌کارگیری روش یادگیری ترکیبی دانش آموزان از دیدگاه مدیران و معلمان مدارس ابتدایی، پژوهش در آموزش ابتدایی، 2(3)، 36-49. https://dorl.net/dor/20.1001.1.26765500.1399.2.3.4.5
صالحی اردلی، سجاد. (1401). بررسی اثربخشی آموزش به شیوه ترکیبی بر میزان یادگیری و افزایش خلاقیت در دانش آموزان دوره ابتدایی. پایان‎نامه کارشناسی ارشد رشته برنامه‎ریزی درسی، دانشگاه پیام نور واحد زرین‌شهر.
عباسی کسانی، حامد، مهری، داریوش، محجوب، حسن، و رئوفی، عبداله. (1400). عوامل مؤثر بر به‌کارگیری یادگیری ترکیبی در آموزش عالی. آموزش در علوم انتظامی، 9(32)، 127-157. SID. https://sid.ir/paper/952079/fa
فرامرزی، سعیده و میرابولقاسمی، مروا. (1396). بررسی عوامل تکنولوژیکی مؤثر بر آمادگی الکترونیکی در به‌کارگیری یادگیری ترکیبی. کنفرانس ملی تحقیقات علمی جهان در مدیریت، حسابداری، حقوق و علوم اجتماعی، شیراز، 11-1.
کماسی، مهدی. (1400). کاربرد فناوری در آموزش، رشد فناوری آموزشی، (1)، 10-12.
مقامی، حمیدرضا، زارعی زوارکی، اسماعیل، دلاور، علی و نوروزی، داریوش. (1393). مقایسه تأثیر سه روش آموزش حضوری، الکترونیکی و ترکیبی بر یادگیری و یادداری دانشجویان رشته علوم تربیتی دانشگاه علامه طباطبائی. پژوهش در نظام‌های آموزشی، (24)8، 39-17.
نجفی، حسین. (1398). مقایسه تأثیر آموزش به روش ترکیبی و سنتی در یادگیری. پژوهش در آموزش علوم پزشکی، 11(2)، 63-54.
Abbasi, H., Mehri, D., Mahjoub, H., & Reofi, A. (2021). Factors affecting the application of blended learning in higher education. Education in law enforcement sciences, (32) 9, 127-157. SID. https://sid.ir/paper/952079/fa. [In Persian]
Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of eLearning18(2), 162-174.‏
Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8(3 B), 24–32. https://doi.org/10.13189/ujer.2020.081503
Atthachakara, S. (2021). Developing practical skills through blended learning model using creativity-based learning activites that enhances creative thinking for education students majoring in social studies at Mahasarakham University. Journal of Education and Learning, 10(6), 126. https://doi.org/10.5539/jel.v10n6p126
Batista-Toledo, S., & Gavilan, D. (2022). Implementation of Blended Learning during COVID-19. Encyclopedia2(4), 1763-1772.‏
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education120, 197-212.‏
Chew E., Jones N., Turner D. (2008). Critical Review of the Blended Learning Models Based on Maslow’s and Vygotsky’s Educational Theory’ in Hybrid Learning and Education. Berlin, Springer Verlag Publ. pp. 40–53. DOI: 10.1007/978-3-540-85170-74
Cronje, J. (2020). Towards a new definition of blended learning. Electronic journal of e-Learning18(2), pp114-121.‏
Dinari, F. (2015). The virtual space of opportunities and threats. The first national conference of computer engineering, computer science and information technology, applied science center of Qom governorate. [In Persian]
Driscoll, M., & Van Barneveld, A. (2015). Applying learning theory to mobile learning. American Society for Training and Development.‏
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education15, 1-16.
Edumadze, J., Darko, S. O., Mensah, S., Bentil, D., & Edumadze, G. E. (2022). SWOT Analysis of Blended MOOC from Ghanaian University Instructors’ Perspectives. Shanlax International Journal of Arts, Science and Humanities, 10, 67-79.
Eiji, F., & Baharian, Z. (2021). Identifying the strengths and weaknesses of virtual education and ways to improve its quality in elementary school. 9th International Conference on Psychology, Counseling and Educational Sciences, https://civilica.com/doc/1262116. [In Persian]
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95-105. http://doi.org/10.1016/j.iheduc.2004.02.001.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4–14. http://doi.org/10.1016/j.iheduc.2012.09.003
Hujjatusnaini, N., Corebima, A. D., Prawiro, S. R., & Gofur, A. (2022). The effect of blended project-based learning integrated with 21st-century skills on pre-service biology teachers’ higher-order thinking skills. Jurnal Pendidikan IPA Indonesia, 11(1), 104–118. https://doi.org/10.15294/jpii.v11i1.27148
Joosten, T. M., Barth, D., Harness, L., & Weber, N. L. (2014). The impact of instructional development and training for blended teaching on course effectiveness. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), blended learning: Research perspectives (Vol. 2, pp. 173e189). New York: Routledge.
Kamasi, M. (2021). The use of technology in education. The growth of educational technology, (1), 10-12
Lalima, A., & Dangwa, K. L. (2017). Blended Learning: An Innovative Approach, Universal Journal of Educational Research 5(1), 129-136.
Maghami, H., Zarei Zawarki, I., Delavar, A., & Nowrozi, D. (2014). Comparison of the effect of three methods of face-to-face, electronic and combined education on learning and memorization of students in the field of educational sciences at Allameh Tabatabai University. Research in educational systems, (24)8, 17-39. [In Persian]
Marsiti, C. I. R., Santyasa, I. W., Sudatha, I. G. W., & Sudarma, I. K. (2023). The effect of project-based blended learning and students’ creativity on eleventh-grade students’learning achievement. International Journal of Instruction, 16(4), 805-826.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115, 1–47.
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The internet and higher education18, 15-23.‏
Moubayed, A. Injadat, M.Shami, A & Lutfiyya, H. (2020).Student Engagement Level in e-Learning Environment: Clustering Using K-means, American Journal of Distance Education 16 Mar 2020, https://doi.org/10.1080/08923647.2020.1696140
Najafi, H. (2019). Comparison of the effect of combined and traditional teaching on learning. Research in Medical Science Education, 11(2), 54-63. SID. https://sid.ir/paper/393053/fa. [In Persian]
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38–46.http://doi.org/10.1016/j.iheduc.2012.12.003
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development67, 1145-1174.‏
Puiu, S., Idowu, S. O., Meghisan-Toma, G. M., Bădîrcea, R. M., Doran, N. M., & Manta, A. G. (2023). Online Education Management: A Multivariate Analysis of Students’ Perspectives and Challenges during Online Classes. Electronics12(2), 454.‏
Reza, R., Marinus, S., Rasmitadila, R., Megan Asri, H., Rusi Rusmiati, A., Achmad, S., & Muhammad, N. (2020). Use of blended learning with moodle: Study effectiveness in elementary school teacher education students during the COVID-19 pandemic. International Journal of Advanced Science and Technology29(7), 3272-3277.‏
Rezaei, B., Naderi, N., Hamdaleh Tarin, H., & Jafari, H. (2017). A Mixed Method in E-learning Opportunities and Threats. Journal of Educational Sciences24(2), 151-174. Doi: 10.22055/edu.2018.20292.2047. [In Persian]
Salehi-Ardali, S. (2022). Investigating the effectiveness of teaching in a combined way on the level of learning and increasing creativity in elementary school students. Master’s thesis in the field of curriculum planning, Payam Noor University, Zarin Shahr branch. [In Persian]
Shahbigi, M., Agha Hosseini, T., & kalbasi, A. (2020). Feasibility Study of Using BlendedLearning Method by studentsfrom the Viewpoint of Primary Schools'Managers and Teachers. Research in Elementary Education2(3), 36-49. https://dorl.net/dor/20.1001.1.26765500.1399.2.3.4.5. [In Persian]
Vanslambrouck, S., Zhu, C., Pynoo, B., Lombaerts, K., Tondeur, J., & Scherer, R. (2019). A latent profile analysis of adult students’ online self-regulation in blended learning environments. Computers in Human Behavior99, 126-136.‏
Walker, L. D., & Keeffe, M. (2010). Self‐determined blended learning: a case study of blended learning design. Higher Education Research & Development29(1), 1-13.‏
Wanner, T., & Palmer, E. (2015). Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369.
Zandi, Majid. (2019). Analysis of the strengths, weaknesses, opportunities and threats of virtual education and research in engineering fields in the conditions of the corona virus epidemic in the country, University of Mechanical and Energy Engineering, Shahid Beheshti University, Department of Renewable Energy Engineering. [In Persian]