مرور نظام‌مند پژوهشهای مرتبط با رویکرد یاددهی-یادگیری ترکیبی در دانشگاه‌های ایران
محورهای موضوعی : فن‎آوری اطلاعات
فاطمه نارنجی ثانی
1
,
محمد علی شاه حسینی
2
,
عاطفه غفرانی
3
1 - دانشگاه تهران
2 - دانشگاه تهران
3 - دانشگاه تهران
کلید واژه: دانشگاه, مرور نظام‌مند, رویکرد ترکیبی, نظام یاددهی-یادگیری,
چکیده مقاله :
هدف پژوهش حاضر مطالعه پژوهشهای مرتبط با رویکرد یاددهی-یادگیری ترکیبی در دانشگاه‌های ایران است. پژوهش حاضر ازنظر هدف کاربردی، از نظر گردآوری داده‌ها کیفی و با شیوه مطالعه مروری نظام‌مند انجام شده‌است. بدین‌منظور منابع موردنیاز از پایگاه‌های اطلاعاتی مرکز اطلاعات علمی جهاد دانشگاهی، پایگاه مجلات تخصصی نور، بانک اطلاعاتی نشریات کشور، مرجع دانش سیویلیکا و پایگاه اطلاعات علمی ایران با استفاده از کلیدواژه‌های مناسب جستجوشد. سپس مستندات یافت‌شده برمبنای الگوی هفت مرحله‌ای سندولسکی و باروسو موردتحلیل قرارگرفت. نتایج پژوهش نشان داد، دریک نگاه سیستمی، پژوهشهای پیشین در موضوع نظام یاددهی-یادگیری ترکیبی در دانشگاه‌های ایران سه مقوله درونداد (شایستگی‌های مرتبط با دانشجو دارای 5 مقوله فرعی‌تر، شایستگی‌های مرتبط با مدرس دارای 2 مقوله فرعی‌تر)، فرایند (فرایند یاددهی-یادگیری دارای 3 مقوله فرعی‌تر) و برونداد (برونداد مرتبط با دانشجو دارای 3 مقوله فرعی‌تر، برونداد مرتبط با مدرس دارای 2 مقوله فرعی‌تر) را به عنوان مقوله‌های اصلی این رویکرد موردبررسی قرارداده‌اند. براساس یافته‌ها نقش مدیریت و رهبری دانشگاه به عنوان یکی از ارکان اصلی نظام یاددهی-یادگیری وجه مغفول پژوهشهای موردمطالعه شناخته‌‌شد. نتایج پژوهش حاضر می‌تواند الگوی عمل مدیران و مدرسان دانشگاه‌ها برای پیاده‌سازی اثربخش رویکرد ترکیبی در نظام یاددهی-یادگیری، و راهنمای پژوهشگران برای انجام تحقیقات بیشتر به‌منظور رفع کاستی‌های پژوهشی در این حوزه باشد.
The purpose of this research is to investigate researches relatedto the blended teaching-learning approach in Iranian universities. The research method is applied, and data collection was conducted using a qualitative approach through a systematic review method. For this purpose, resources were searched from databases(sid, noormags, magiran, civilica, ganj.irandoc) by using related keywords.Then the found documens were analyzed based on Sandlowski and Barroso seven-step model.Based on a comprehensive and systematic view, the research results indicate that the previous researches on the subject of the blended teaching-learning system in Iranian universities have examined the three dimensions of the input(competencies related to students with 5 subdimensions, competencies related to instructors with 2subdimensions), the process(teaching-learning process with 3subdimensions) and the ouput(student-related output with 3subdimensions, instructor-related output with 2subdimensions) as the main dimensions of this approach.Based on the findings, the role of university management and leadership has been neglecte in the studied researches,while it is one of the main dimentions of the teaching-learning system.The results of the present research can be a model for university managers and instructors to effectively implement a blended approach in the teaching-learning system,and a guide for researchers to conduct further research in order to eliminate research deficiencies in this field.
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_||_Abdoli, S., Amirteymouri, M. H., Moradi, M. & Mehrvarz, M. (2014). The Survey of Allameh Tabataba’i University’ Faculty Members’ Attitudes and Abilities on the Use of Blended Instruction, Educational Engineering Quarterly: Educational Technology and Design, 3(3), 11-19 [in Persian]
Abdullah, A. H., Setiana, D., Susanto, H. & Besar, N. (2023). Reengineering Digital Education, Integrated Online and Traditional Learning, Shifting Paradigm of Blended Learning in Time and Post-Pandemic COVID-19. In: Ordóñez de Pablos P, Zhang X, Almunawar M. (Eds.) Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era. IGI Global; 382-423
Ajam, A. (2015a). Survey on Faculty Members Viewpoint in Payame -Noor University to the Blended Learning Approach Based on Individual Variables and Computer Skill Level. Training & Learning Researches (TLR), 2(6), 195-210 [in Persian]
Ajam, A. (2015b). The Role of Self-Directed Learning Readiness and Critical Thinking Disposition in Students’ Interaction in Blended Learning Environment. Iranian Journal of Medical Education, 15, 215-226 [in Persian]
Ajam, A. (2015c). The Role of Academic Self-Efficacy and Interpersonal Relations Skills of Students in the evaluation based on Blending Learning. RME, 7 (1), 3-12 [in Persian]
Ajam, A., Jaafary suny, H., Mahram, B., Ahanchian, M. (2013). Studying the Role of Students' Academic Motivation and Computer Skills in Their Attitudes toward Blended Learning Approach. Journal of New Approaches in Educational Administration, 4(15), 63-82 [in Persian]
Ajam, A., Jaafary suny, H. Mahram, B., Ahanchian, M. (2012). The Role of Students' Self-regulated Learning Strategies, Computer Skills and Academic Achievement in Their Views about Synchronous and Asynchronous Interactions in Blended Combined Learning Approach. Research in Curriculum Planning, 9(34), 1-17 [in Persian]
Argomand, H. & Seyf, M. H. (2016). Factors Affecting the Tendency to Use Combined Learning among Government and Nursing Students in Fasa, 3th International Conference on Modern Approach in Humanities, Tehran, Iran, 762-771 [in Persian]
Azad Disfani, Z., Kareshki, H., Amin Yazdi, A. & Abdekhodaei, M. S. (2020). Designing Blended Learning Based on Virtual Social and determining its Effectiveness on Self-regulation, Social cognition process and Academic Performance. Studies in Learning & Instruction, 12 (1), 53 - 81[in Persian]
Badiyepeymaie Jahromi Z., Saadatmand V. & .Eslami Akbar R. (2016). Study of Students' Satisfaction and Learning with Blended Education: An Action Research Study, Educational Development of Jundishapur , 6 (4), 304-312 [in Persian]
Bakhtyari, A., Farajollahi, M., Sarmadi, M. & Zarabian, F. (2018). Design and validation of faculty member's cognitive empowerment model in blended learning environments, Iranian Bimonthly of Education Strategies In Medical Sciences, 11(5), 122-130 [in Persian]
Banihashem, S., Rezaei, J., Badali, M., Dana, A. (2014). The Impact of Using Blended Learning on Students’ Creativity, Quartery Journal of Innovation and Creativity in Human Sciences, 4(1), 113-128 [in Persian]
Bisriyah, M. (2020). Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions, JETLe Vol 1, No 2, 38-46
Bock, A., Kniha, K., Goloborodko, E., Lemos, M., Rittich, A. B., Möhlhenrich, S. C., Rafai, N., Holzle, F. & Modabber, A. (2021). Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study. BMC medical education, 21(1), 1-8
Bonk, C. J. & Graham, C. R. (Eds.). (2006). The Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing
Bouilheres, F., Viet Ha, L. T., McDonald, S., Nkhoma, C. & Jandug-Montera, L. (2020). Defining student learning experience through blended learning, Education and Information Technologies, Issue 4, 1-21
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772
Buhl-Wiggers, J., Kjærgaard, A. & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, (48)1, 151-173
Cronje, J. C. (2020). Towards a New Definition of Blended Learning. The Electronic Journal of e- Learning. 18(2), 114-121
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis, Journal of Educational Technology Systems, 49(1), 5-22
Diab, G. M., Safan, S. M. & Bakeer, H. M. (2018). Organizational change readiness and manager’ behavior in managing change. Journal of Nursing Education and Practice, 8(7), 68-77
Esfijani, A. (2018). Investigating the Effects of Blended Instruction on Students’ Academic Performance and Satisfacti, Journal of New Educational Approaches,13(1), 45-66 [in Persian]
Fannakhosrow, M. (2018). Students' satisfaction of the quality of blended learning based on multiple intelligences. 12th nathnal conference of E-Learning, Tehran, Iran [in Persian]
Fannakhosrow, M. & Nourabadi, S. (2019). The Impact of Blended Instruction based on Multiple Intelligences on Learning. Quarterly of Iranian Distance Education Journal, 1(4), 39-48 [in Persian]
Hajrezayi, B., Roshani alibinasi H., Shahalizade M., Zeynali M. & Badali M. (2015). Effectiveness of blended learning on critical thinking skills of nursing students. 3 JNE. 4(1), 49-59 [in Persian [
Hejazi, E., Narenji thani, F., & Ghofrani, A. (2021). Psychological Components Related to Students Success in a Blended Learning Environment. Journal of Applied Psychological Research, 12(3), 105-127 [in Persian [
Khanbeiki, M. (2016). The effect of Blended learning on academic performance of business management students at University of Applied Sciences and Technology, Master’s Thesis, Azad Eslami University, Tehran, Iran [in Persian]
Khastar, H. (2009). A Method for Calculating Coding Reliability in Qualitative Research Interviews. Methodology of Social Sciences and Humanities, 15(58), 161-174 [in Persian]
Khoshkab, S. (2016). Survey of faculty members' attitudes toward the combined e-learning approach of the teaching process in higher education institutions, 1th International Conference on Accounting and Management in the Third Millennium, Rasht, Iran,1-15 [in Persian]
Leary, H., & Walker, A. (2018). Meta-analysis and meta-synthesis methodologies: rigorously piecing together research. Tech Trends. 62(10), 525-534
Lerman, L. V., Gerstlberger, W., Lima, M. F., & Frank, A. G. (2021). How governments, universities, and companies contribute to renewable energy development? A municipal innovation policy perspective of the triple helix. Energy Research & Social Science, 71, 101854
Li, L. (2020). An Action Research of O2O Blended Learning in the Integrated English Class under the Context of a Chinese Private Language University, The Online Journal of Distance Education and e-Learning, 8(1), 10-17
Mafyan, F., Nouhi, E. & Abbaszadeh, A. (2014). Effect of blended electronic education on learning and self-efficiency in nursing students in the cardiovascular intensive care courses. 3 JNE, 3 (3), 42-49 [in Persian]
Maghami, H., Zarei, E., Delavar, A. & Noroozi, D. (2014). Comparison of the effect of three methods of face-to-face, electronic and blended learning on learning and retention of students of educational sciences at Allameh Tabatabai University. jiera, 8(24), 17-39 [in Persian]
Mahmood, S. (2020). Instructional Strategies for Online Teaching in COVID‐19 Pandemic. Human Behavior and Emerging Technologies. 3. 10, 199-203
Mahmoodi, M. & Miri, T. (2020). Application of virtual social networks in combined learning for learners of higher education system of Payame Noor University of Kerman, International Conference on Educational Sciences, Psychology, Counseling, Education and Research, Tehran, Iran [in Persian]
Mirmoghtadaie, Z. & Ahmady, S. (2019). The Effectiveness of Blended Learning in the Field of Medical Education: Explaining Dimensions and Components Based on Stakeholder Experiences. Journal of Medical Education Development, 12(33), 26-33 [in Persian]
Mosalanejad, L., Alipor, A., Zandi, B., Zare, H. & Shobeiri, S.M. (2010). A Blended Educational Program and Its Psychological Effects on the Students, Pars Journal of Medical Sciences (Jahrom Medical Journal), 8 (1), 52-62 [in Persian]
Mozaffari makiabadi, A. (2014). Investigating the effect of blended learning method on the learning and retention of seafaring students. Master’s thesis, Chabahar Maritime and Marine University, Iran [in Persian]
Naeemi hoseyni, F. Z., Zare, H., Hormozi, M., Kaveh, M. H. & Shaghaghi, F. (2012a). A Comparison of the Effects of Blended Learning and Lecture Based-Instruction on the Students’ Academic Motivation and Satisfaction, Technology of Education Journal (TEJ), 6(4), 245-254 [in Persian]
Naeemi hoseyni, F., Zare, H., Hormozi, M., Shaghaghi, F., Kaveh, M. (2012b). The Effects of Blended Situated Learning on Students' School Motivation, Academic Achievement and Test Anxiety. Journal of Curriculum Research, 1(2), 177-200[in Persian]
Najafi, H. (2017). The Relationship between the Dimensions of Blended Learning and Learning Quality: A Case of PNU. Information and Communication Technology in Educational Sciences, 7(4(28)), 59-80 [in Persian]
Najafi, H. (2018). Meta-Analysis of Studies on the Effect of Blended Learning on Academic Performance in Iran, Educational Research, 1397(1), 59 – 73 [in Persian]
Najafi, H. (2019a). Comparing of the effect of Blended and Traditional teaching on Learning. RME. 11 (2), 54-63 [in Persian]
Najafi, H. (2019b). Presenting the causal model of the Components of Blended Learning and Emotional Intelligence and Their Effect on Academic Performance, Iranian Journal of Medical Education, 19(1), 271-281 [in Persian]
Navehebrahim, Z. (2016). Developing a Model for Applying a Combined Method in Entrepreneurship Education: An Action Research, Master’s thesis, University of Kharazmi, Iran [in Persian]
Nouri Khaneghah, Z., Sadadti, L., Faryab Asl, M., Karami, S., Fatollahi, S., Hajfiroozabadi, M. (2022). Effect of Blended Learning on Educational Outcome of Discontinuous Undergraduate Students of Operating Room,
RME, 14(1), 24 – 31 [in Persian]
Pakdaman, A. & Karimi, Z. (2016). Comparison of Virtual Blended Learning with Workshops on Dental Student's Knowledge of and Attitude toward Caries Risk Assessment, Strides in Development of Medical Education, 12(5), 765-771 [in Persian]
Poorasghar, N., Kiamanesh, A. R. & Sarmadi, M. R. (2016). The Prediction Model of Academic Performance of Students of Distance Education based on Individual Variables Self - Regulation Strategies and Motivational Beliefs, Quarterly Journal of Research in School and Virtual Learning, Year 4, No. 2(Serial Number 14), 7-22 [in Persian]
Rajesh, P. K. & Sethuraman, K. R. (2020). Strengths, Weaknesses, Opportunities and Challenges (Swoc) of Online Teaching Learning and Assessment in a Medical Faculty. Asian journal of medicine and health sciences, 3(2), 68-71
Rezaei, S., malakian, F., ghasemi, A., & mohammadi, S. (2022). Lived experiences teachers, of online evaluation in the e-learning system of Iran Azad University during the Covid 19 epidemic: Challenges and solutions. Information and Communication Technology in Educational Sciences, 13(1), 71-92 [in Persian]
Rokhafroz, D., Sayadi, N., Hakim, A. (2012). The study of Knowledge and View of faculty members of Ahvaz Jundishapur University of Medical Sciences with short term and long term strategies of combined e-learning. A Cross-Sectional Study. Educational Development of Judishapur, 3(3), 30-38 [in Persian]
Sadati, L., Nouri, Z., Karami, S., Edalat, F. & Abjar, R. (2022). Explaining the experiences of Part-time undergraduate operating room
students from teaching by blended learning method: A qualitative approach. Horizon of Medical Education Development.13(1),1-9 [in Persian]
Sadeghi, M. & Poorbasat, I. (2017). Investigating the Impact of Students' Creativity on the Integrated Approach of Kramboltz Social Learning Theory, 5th Scientific Conference on Educational Sciences and Psychology, Social and Cultural Injuries in Iran, Tehran, Iran [in Persian]
Saeid, N. (2020). Effect of blended Learning on Students' Self-Determination and Academic Eagerness, New Educational Approaches, 14(2), 67-86 [in Persian]
Saeidpour, M. (2011). Comparison of self-regulatory, critical thinking and creative thinking skills of students with combined and traditional education (in Class), Master’s Thesis, University of AllamehTabataba’i, Iran [in Persian]
Saeidipour, B. & Dalir Bostansaraei, S. (2020). Application of Mobile Education in Blended Environmental Learning from the Perspective of Faculty Members (Case Study: Chabahar University of Marine Sciences), Quarterly Journal of Environmental Education and Sustainable Development, Vol. 8, No.3, Serial No.31, 83-96 [in Persian]
Sandelowski, M., & Barroso, J. (2006). Handbook for synthesizing qualitative research. Springer Publishing Company
Shahsavari, S. & Jambarsang, S. (2022). The Effect of Blended Learning in Teaching Applied Biostatistics for Postgraduate Medical Students. Jmed. 17 (1), 46-56 [in Persian]
Sidupa, C. (2019). Learning Effectiveness of Blended Learning in Higher Education Context, Journal of English Education (JEE), Vol. 4, No. 2, 89-96
Soufian, S., Azizi, M. & Varvanipour, F. (2017). Production of E-Learning Content and Evaluating the Effect of Blended Learning of Cell and Molecular Biology Laboratory in Students Learning Process of Arak Parame Noor University, Quarterly Journal of Research in School and Virtual Learning, Year 5, (Summer Special Issue), 9-18 [in Persian[
Suleiman, M., Yahya, A. & Tukur, M. (2020). Effective Utilization of ICT Tools in Higher Education. Journal of Xidian University. 14, 588-594
Tajudeen, F.P., Nadarajah, D., Jaafar, N.I. and Sulaiman, A. (2021), "The impact of digitalisation vision and information technology on organisations' innovation", European Journal of Innovation Management, 10.1108, Emerald Publisher
Toofaninejad, E., Hooshmanja, M. & Alahkarami, A. (2018). Use of Flipped Classroom Approach in Higher Education: A Systematic Review, Educational Psychology, 15 (53), 183 – 224 [in Persian [
Tork, N., Khademi Ashkzari, M., Zaraii Zavaraki, E. (2016). The Effect of Blended Learning on Students Learning and Academic Motivation. Technology of Instruction and Learning, 2(6), 59-76 [in Persian]
Wareing, S. (2021). Measuring the Success of Active Blended Learning. In Cases on Active Blended Learning in Higher Education (pp. 291-302). IGI Global
Wilcha, R. J. (2020). Effectiveness of Virtual Medical Teaching during the COVID-19 Crisis: Systematic Review, JMIR Med Educ, 16(2), 1-16
Zamanian, P., & Abdellahi, M. (2021). Feasibility study of combined education in the field of photography of Payame Noor University of Isfahan and evaluation of its effectiveness. Educational researches, 16(66), 119-140[in Persian [
Zarabian, F. (2018). The Study of Blended- Teaching Methods on Learning, Motivation and Interest in learning Anatomy Courses in Medical Students. RME. 10 (1), 63-71 [in Persian [
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Mahmoodi, M. & Miri, T. (2020). Application of virtual social networks in combined learning for learners of higher education system of Payame Noor University of Kerman, International Conference on Educational Sciences, Psychology, Counseling, Education and Research, Tehran, Iran [in Persian]
Mirmoghtadaie, Z. & Ahmady, S. (2019). The Effectiveness of Blended Learning in the Field of Medical Education: Explaining Dimensions and Components Based on Stakeholder Experiences. Journal of Medical Education Development, 12(33), 26-33 [in Persian]
Mosalanejad, L., Alipor, A., Zandi, B., Zare, H. & Shobeiri, S.M. (2010). A Blended Educational Program and Its Psychological Effects on the Students, Pars Journal of Medical Sciences (Jahrom Medical Journal), 8 (1), 52-62 [in Persian]
Mozaffari makiabadi, A. (2014). Investigating the effect of blended learning method on the learning and retention of seafaring students. Master’s thesis, Chabahar Maritime and Marine University, Iran [in Persian]
Naeemi hoseyni, F. Z., Zare, H., Hormozi, M., Kaveh, M. H. & Shaghaghi, F. (2012a). A Comparison of the Effects of Blended Learning and Lecture Based-Instruction on the Students’ Academic Motivation and Satisfaction, Technology of Education Journal (TEJ), 6(4), 245-254 [in Persian]
Naeemi hoseyni, F., Zare, H., Hormozi, M., Shaghaghi, F., Kaveh, M. (2012b). The Effects of Blended Situated Learning on Students' School Motivation, Academic Achievement and Test Anxiety. Journal of Curriculum Research, 1(2), 177-200[in Persian]
Najafi, H. (2017). The Relationship between the Dimensions of Blended Learning and Learning Quality: A Case of PNU. Information and Communication Technology in Educational Sciences, 7(4(28)), 59-80 [in Persian]
Najafi, H. (2018). Meta-Analysis of Studies on the Effect of Blended Learning on Academic Performance in Iran, Educational Research, 1397(1), 59 – 73 [in Persian]
Najafi, H. (2019a). Comparing of the effect of Blended and Traditional teaching on Learning. RME. 11 (2), 54-63 [in Persian]
Najafi, H. (2019b). Presenting the causal model of the Components of Blended Learning and Emotional Intelligence and Their Effect on Academic Performance, Iranian Journal of Medical Education, 19(1), 271-281 [in Persian]
Navehebrahim, Z. (2016). Developing a Model for Applying a Combined Method in Entrepreneurship Education: An Action Research, Master’s thesis, University of Kharazmi, Iran [in Persian]
Nouri Khaneghah, Z., Sadadti, L., Faryab Asl, M., Karami, S., Fatollahi, S., Hajfiroozabadi, M. (2022). Effect of Blended Learning on Educational Outcome of Discontinuous Undergraduate Students of Operating Room,
RME, 14(1), 24 – 31 [in Persian]
Pakdaman, A. & Karimi, Z. (2016). Comparison of Virtual Blended Learning with Workshops on Dental Student's Knowledge of and Attitude toward Caries Risk Assessment, Strides in Development of Medical Education, 12(5), 765-771 [in Persian]
Poorasghar, N., Kiamanesh, A. R. & Sarmadi, M. R. (2016). The Prediction Model of Academic Performance of Students of Distance Education based on Individual Variables Self - Regulation Strategies and Motivational Beliefs, Quarterly Journal of Research in School and Virtual Learning, Year 4, No. 2(Serial Number 14), 7-22 [in Persian]
Rajesh, P. K. & Sethuraman, K. R. (2020). Strengths, Weaknesses, Opportunities and Challenges (Swoc) of Online Teaching Learning and Assessment in a Medical Faculty. Asian journal of medicine and health sciences, 3(2), 68-71
Rezaei, S., malakian, F., ghasemi, A., & mohammadi, S. (2022). Lived experiences teachers, of online evaluation in the e-learning system of Iran Azad University during the Covid 19 epidemic: Challenges and solutions. Information and Communication Technology in Educational Sciences, 13(1), 71-92 [in Persian]
Rokhafroz, D., Sayadi, N., Hakim, A. (2012). The study of Knowledge and View of faculty members of Ahvaz Jundishapur University of Medical Sciences with short term and long term strategies of combined e-learning. A Cross-Sectional Study. Educational Development of Judishapur, 3(3), 30-38 [in Persian]
Sadati, L., Nouri, Z., Karami, S., Edalat, F. & Abjar, R. (2022). Explaining the experiences of Part-time undergraduate operating room
students from teaching by blended learning method: A qualitative approach. Horizon of Medical Education Development.13(1),1-9 [in Persian]
Sadeghi, M. & Poorbasat, I. (2017). Investigating the Impact of Students' Creativity on the Integrated Approach of Kramboltz Social Learning Theory, 5th Scientific Conference on Educational Sciences and Psychology, Social and Cultural Injuries in Iran, Tehran, Iran [in Persian]
Saeid, N. (2020). Effect of blended Learning on Students' Self-Determination and Academic Eagerness, New Educational Approaches, 14(2), 67-86 [in Persian]
Saeidpour, M. (2011). Comparison of self-regulatory, critical thinking and creative thinking skills of students with combined and traditional education (in Class), Master’s Thesis, University of AllamehTabataba’i, Iran [in Persian]
Saeidipour, B. & Dalir Bostansaraei, S. (2020). Application of Mobile Education in Blended Environmental Learning from the Perspective of Faculty Members (Case Study: Chabahar University of Marine Sciences), Quarterly Journal of Environmental Education and Sustainable Development, Vol. 8, No.3, Serial No.31, 83-96 [in Persian]
Sandelowski, M., & Barroso, J. (2006). Handbook for synthesizing qualitative research. Springer Publishing Company
Shahsavari, S. & Jambarsang, S. (2022). The Effect of Blended Learning in Teaching Applied Biostatistics for Postgraduate Medical Students. Jmed. 17 (1), 46-56 [in Persian]
Sidupa, C. (2019). Learning Effectiveness of Blended Learning in Higher Education Context, Journal of English Education (JEE), Vol. 4, No. 2, 89-96
Soufian, S., Azizi, M. & Varvanipour, F. (2017). Production of E-Learning Content and Evaluating the Effect of Blended Learning of Cell and Molecular Biology Laboratory in Students Learning Process of Arak Parame Noor University, Quarterly Journal of Research in School and Virtual Learning, Year 5, (Summer Special Issue), 9-18 [in Persian[
Suleiman, M., Yahya, A. & Tukur, M. (2020). Effective Utilization of ICT Tools in Higher Education. Journal of Xidian University. 14, 588-594
Tajudeen, F.P., Nadarajah, D., Jaafar, N.I. and Sulaiman, A. (2021), "The impact of digitalisation vision and information technology on organisations' innovation", European Journal of Innovation Management, 10.1108, Emerald Publisher
Toofaninejad, E., Hooshmanja, M. & Alahkarami, A. (2018). Use of Flipped Classroom Approach in Higher Education: A Systematic Review, Educational Psychology, 15 (53), 183 – 224 [in Persian [
Tork, N., Khademi Ashkzari, M., Zaraii Zavaraki, E. (2016). The Effect of Blended Learning on Students Learning and Academic Motivation. Technology of Instruction and Learning, 2(6), 59-76 [in Persian]
Wareing, S. (2021). Measuring the Success of Active Blended Learning. In Cases on Active Blended Learning in Higher Education (pp. 291-302). IGI Global
Wilcha, R. J. (2020). Effectiveness of Virtual Medical Teaching during the COVID-19 Crisis: Systematic Review, JMIR Med Educ, 16(2), 1-16
Zamanian, P., & Abdellahi, M. (2021). Feasibility study of combined education in the field of photography of Payame Noor University of Isfahan and evaluation of its effectiveness. Educational researches, 16(66), 119-140[in Persian [
Zarabian, F. (2018). The Study of Blended- Teaching Methods on Learning, Motivation and Interest in learning Anatomy Courses in Medical Students. RME. 10 (1), 63-71 [in Persian [
