[Home ] [Archive]    
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 19 - ::
Iranian Journal of Medical Education 2019, 19 - : 271-281 Back to browse issues page
Presenting the causal model of the Components of Blended Learning and Emotional Intelligence and Their Effect on Academic Performance
Hossein Najafi
Payame Noor University , drhossiennajafi@yahoo.com
Abstract:   (792 Views)
 
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.

Keywords: Blended learning, emotional intelligence, academic achievement, path analysis, strategic approach.
Full-Text [PDF 348 kb]   (214 Downloads)    
Type of Study: Original research article | Subject: E-learning
Received: 2018/12/27 | Accepted: 2019/08/10 | Published: 2019/04/15
پرسشنامه مطالعه [PDF 58 KB]  (54 Download)
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Najafi H. Presenting the causal model of the Components of Blended Learning and Emotional Intelligence and Their Effect on Academic Performance. Iranian Journal of Medical Education. 2019; 19 :271-281
URL: http://ijme.mui.ac.ir/article-1-4834-en.html


Volume 19 - Back to browse issues page
مجله ایرانی آموزش در علوم پزشکی Iranian Journal of Medical Education
Persian site map - English site map - Created in 0.05 seconds with 30 queries by YEKTAWEB 4218