Presenting the causal model of the Components of Blended Learning and Emotional Intelligence and Their Effect on Academic Performance
Introduction: Blended learning as a combination of traditional and electronic learning, aimed at optimizing the learning experience. The purpose of the study was to examine the status of the components of blended learning and emotional intelligence and their effect on academic performance in Payame...
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2019-04-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
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| Online Access: | http://ijme.mui.ac.ir/article-1-4834-en.pdf |
| Summary: | Introduction: Blended learning as a combination of traditional and electronic learning, aimed at optimizing the learning experience. The purpose of the study was to examine the status of the components of blended learning and emotional intelligence and their effect on academic performance in Payame Noor University.
Methods: The population of this descriptive survey consisted of 3700 Payame Noor University faculty members, of whom 343 were selected using stratified random sampling and Krejcie and Morgan’s Table. Three questionnaires were used to measure blended learning, emotional intelligence, and academic achievement respectively. Discriminant validity was used to examine the status of the components, to examine. As for the relationships correlation test was used and for the path analysis was used for modeling.
Results: The results showed that the status of the components of blended learning, emotional intelligence, and academic performance in Payame Noor University was favorable. Among the components of blended learning, the strongest correlations were observed between learning style and methodology, methodology and pedagogy, technology and pedagogy, and learning style and pedagogy, with the exception of learning style and strategy with lowest effect. Pedagogy, methodology, and technology had the highest effect and strategy had the lowest effect on academic achievement. As for the components of emotional intelligence, the strongest correlations were observed between self-management and self-awareness, social skill and self-management, and social skill and self-awareness. Findings revealed that there is direct and positive relationship between blended learning and emotional intelligence; however, there is an indirect relationship between blended learning and emotional intelligence.
Conclusion: with the need analysis, designing, conducting, and evaluating quintuple benchmarks of the blended learning and quadripartite features of emotional intelligence are analyzed, designed, it is possible to exert outstanding effects on progress and performance. |
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| ISSN: | 1608-9359 1735-8892 |