Investigating and Identifying the Principles and Components of Blended Learning in Multi-Grade Classes of Elementary School

Document Type : Research Paper

Authors

1 Ph.D. Student in Curriculum Planning, Department of Educational Sciences, Azadshahr Branch, Islamic Azad University, Azadshahr, Iran

2 Assistant Professor, Department of Educational Sciences, Azadshahr Branch, Islamic Azad University, Azadshahr, Iran

3 Associate Professor, Department of Educational Sciences, Azadshahr Branch, Islamic Azad University, Azadshahr, Iran

Abstract

The present research was conducted with the aim of identifying the principles and components of blended learning in multi-grade classes of the elementary school. The research was conducted with the qualitative content analysis method. The target population was the faculty members of the Department of Educational Sciences, experienced teachers of multi-grade classes in Golestan province, and written documents related to the subject. The participants included 15 experts in the field of learning, experts in the field of technology and experienced teachers in the field of multi-grade classes in 2019. Also, the written documents included theses, articles, magazines and books in the field of blended learning and multi-grade classes, which were selected by purposeful sampling. Data were collected by conducting semi-structured interviews and reviewing written documents. For data analysis, qualitative content analysis method, MaxQDR software and manually were used. The collected data were converted into concepts and categories. Lincoln and Goba method was used to ensure validity and reliability of data. Therefore, four criteria of reliability, transferability, reliability, and verifiability were used for evaluation. Finally, 7 main categories, 15 subcategories and 45 concepts were obtained. The findings of the research showed that the principles of blended learning in multi-level classes include the innovation of teaching methods, the updating of technology literacy, high-quality educational opportunities and skill-learning, flexibility in the content of courses and components, including the expansion of the culture of research and evaluation, the intelligent use of new teaching technologies, the development of scientific and professional competence of teachers.

Keywords

References

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