Representation of the Components and Indicators for Evaluating Learning Quality in Blended Learning at the Elementary Education Level
Keywords:
Evaluation, Learning Quality, Blended Learning, Elementary School StudentsAbstract
Purpose: The present study aimed to identify the components and indicators for evaluating the quality of learning in blended education among elementary school students.
Methods and Materials: This study employed a qualitative research design using thematic analysis based on the Attride-Stirling approach. Data were collected through semi-structured interviews with 12 educational experts, including university faculty members, educational policymakers, school administrators, and instructional leaders selected through purposive sampling according to theoretical saturation criteria. The inclusion criteria consisted of professional experience in educational management, expertise in blended learning, and academic qualifications related to educational sciences. Data credibility and trustworthiness were established using Lincoln and Guba’s criteria. The interview data were analyzed using MAXQDA 2020 software through open, axial, and selective coding processes, resulting in the extraction and organization of basic, organizing, and global themes related to learning quality evaluation in blended elementary education.
Findings: The findings resulted in the identification of five global themes, including blended learning implementation model, soft educational infrastructure, hard educational infrastructure, learning culture, and communication culture. In addition, 11 organizing themes and 53 basic themes were extracted from the interview data. The results demonstrated that effective evaluation of learning quality in blended education depends on the integration of educational planning, instructional content, teaching processes, technological infrastructure, educational environments, and communication systems. Furthermore, cultural dimensions such as students’ and teachers’ learning readiness, digital participation, communication skills, and family support were identified as influential factors affecting the effectiveness and sustainability of blended learning environments in elementary education.
Conclusion: The findings indicate that evaluating learning quality in blended elementary education requires a multidimensional framework integrating pedagogical, technological, organizational, and cultural dimensions. The interaction among instructional planning, educational infrastructure, communication culture, and learning readiness creates the necessary conditions for effective blended learning implementation and meaningful evaluation of students’ learning experiences. Therefore, strengthening both structural and human dimensions of blended education can contribute significantly to improving educational quality in elementary schools.
Downloads
References
Abbasi Kasani, H., Shams Morkani, G. R., Seraji, F., & Rezaeizadeh, M. (2021). Evaluation in e-learning: What, why, and how. Development Strategies in Medical Education, 8(1), 80-91.
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Nincarean A/L Eh Phon, D., Abdullah, A., & Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24, 3433-3466. https://doi.org/10.1007/s10639-019-09941-z
Bokolo, A. J. (2021). Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. International Journal of Educational Management.
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Bulletin of South Ural State University. Series: Education. Educational Sciences, 8(2), 24-30. https://doi.org/10.14529/ped160204
Chenari, Z., Behmaei, L., & Barakat, G. H. (2020). Presenting a model for assessing educational quality in elementary schools: A case study of Andimeshk County. Education and Evaluation, 13(52), 161-185.
Dakduk, S., Santalla-Banderali, Z., & Van Der Woude, D. (2018). Acceptance of blended learning in executive education. Sage Open, 8(3), 2158244018800647. https://doi.org/10.1177/2158244018800647
De Montreuil Carmona, L. J., & Irgang, L. F. (2020). Challenges on the teaching of management through blended education. Contemporary Administration Thought Journal, 14(1), 16-33. https://doi.org/10.12712/rpca.v14i1.40632
Faraji, R., Reyhani, M., Shabani, S., & Rouhani, Z. (2023). Requirements and strategies for developing blended education in physical education lessons in schools. Research in Educational Sport, 11(32), 161-184.
Ghaffari, M., & Fardanesh, H. (2016). Blended Learning and Mobile-Based Education. Mahatma Gandhi Publishing.
Ghaloujeh, O., & Salimi, M. (2024). Determining the factors affecting the development of blended education in Tehran education system and examining the current status. Sociology of Education(23), 73-81.
Hieu, H. H., & Yen, P. H. (2022). Perceptions of science high school students toward blended teaching. European Journal of Open Education and E-learning Studies, 7(2). https://doi.org/10.46827/ejoe.v7i2.4287
Jnr, B. A. (2021). Institutional factors for faculty members' implementation of blended learning in higher education. Education + Training, 63(5), 701-719. https://doi.org/10.1108/ET-06-2020-0179
Keshavarz Ghiri, A., & Mohseni, F. (2025). Blended education in Iranian schools: Educational opportunities and challenges. Seventh National Conference on Professional Research in Psychology and Counseling with a Teacher's Perspective,
Khaledi, K., Khaledi, P., & Khaledi, A. (2022). Comparing the effectiveness of direct, indirect, and blended teaching methods on students' performance in elementary mathematics. New Advances in Psychology, Educational Sciences, and Education, 5(49), 117-127.
Li, S., Yamaguchi, S., & Takada, J. I. (2018). Understanding factors affecting primary school teachers' use of ICT for student-centered education in Mongolia. International Journal of Education and Development using ICT, 14(1), 103-117.
Mirzaei, M. (2021). An analysis of teachers' strategies in applying blended teaching methods in elementary education: A qualitative study Shiraz University].
Mitra, S. (2023). Metaverse: A potential virtual-physical ecosystem for innovative blended education and training. Journal of Metaverse, 3(1), 66-72. https://doi.org/10.57019/jmv.1168056
Mohammadi, A. (2023). The relationship between acceptance of digital technologies and attitude toward blended teaching with self-efficacy of elementary teachers in Tabriz University of Tabriz].
Mohammadi, M., Marzouqi, R., Salimi, G., & Mansouri, S. (2017). The effect of blended education on the success and satisfaction of learners in the technical and vocational system. Studies in Education and Learning, 9(1).
Namara, F. (2018). Factors affecting provision of quality basic education in Nyagatare District, Rwanda. Journal of African Interdisciplinary Studies, 2(3), 109-119.
Narenji Sani, F., Pourkarimi, J., & Hejazi, S. (2025). Identifying the components of evaluating the e-learning system at the University of Tehran. Educational Technology, 18(5).
Nasirian Samarin, K., Samari, E., Namvar, Y., & Soleimani, T. (2019). Designing an educational quality evaluation model at the Technical and Vocational University using a mixed-method approach. New Educational Thoughts, 15(3), 199-228.
Nourizadeh, A., & Zeinabadi, H. R. (2023). Identifying the elements and characteristics of blended education at Payame Noor University. Higher Education Curriculum Studies, 14(27), 233-281.
Paripour, A., Sarmadi, M. R., Nateghi, F., & Mohammadi Naeini, M. (2020). Presenting a model for evaluating the quality of blended education in higher education based on the CIPP evaluation approach. Research in Educational Systems, 14(51), 7-22.
Pei, L., Poortman, C., Schildkamp, K., & Benes, N. (2023). Teachers' and students' perceptions of a sense of community in blended education. Education and Information Technologies, 1-39. https://doi.org/10.1007/s10639-023-11853-y
Pytash, K. E., & O'Byrne, W. I. (2018). Research on literacy instruction and learning in virtual, blended, and hybrid environments. In Handbook of research on K-12 online and blended learning (pp. 179-200).
Rajabi, H. A., Zandi, B., Akradi, E., & Shakeri, M. (2017). Studying the effect of blended education and teaching on students' learning: A case study of technical and vocational fields. Teaching Research, 5(2), 69-81.
Razban, S., Bagheri, M., & Talkhabi, Y. (2018). The effect of storytelling through educational multimedia on academic achievement and attitude toward science among elementary students. Information and Communication Technology in Educational Sciences, 8(3), 5-19.
Rezazadeh, A., Hosseini Nasab, S. D., Sarmadi, M. R., & Farajollahi, M. (2018). Evaluation and prioritization of factors affecting educational quality in e-learning environments using the analytic hierarchy process technique. Education and Evaluation, 11(41), 115-134.
Ridge, N., & Kippels, S. (2019). UNESCO, education, and the private sector: A relationship on whose terms? In Researching the Global Education Industry. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-04236-3_5
River, J., Currie, J., Crawford, T., Betihavas, V., & Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185-192. https://doi.org/10.1016/j.nedt.2016.08.012
Saltan, F. (2017). Blended learning experience of students participating pedagogical formation program: Advantages and limitation of blended education. International Journal of Higher Education, 6(1), 63-73. https://doi.org/10.5430/ijhe.v6n1p63
Shahbeig, M., Aghahosseini, T., & Kalbasi, A. (2020). Feasibility of applying the blended learning method for students from the perspective of elementary school principals and teachers. Research in Elementary Education, 2(3), 36-49.
Suleri, J., & Zwaal, W. (2022). Configuring blended education. Research in Hospitality Management, 12(3), 272-277. https://doi.org/10.1080/22243534.2023.2202478
Tkachuk. (2017). Blended learning and features of the use of the rotation model in the educational process. Information Technologies in Education, 33, 143-156. https://doi.org/10.14308/ite000655
Wagner, D. A., Castillo, N. M., & Zahra, F. T. (2020). Global learning equity and education: Looking ahead.
Wang, C. (2021). Employing blended learning to enhance learners' English conversation: A preliminary study of teaching with HiTutor. Education and Information Technologies, 26(2), 2407-2425. https://doi.org/10.1007/s10639-020-10363-5
Wang, R., & Raman, A. (2025). Systematic literature review on the effects of blended learning in nursing education. Nurse Education in Practice, 82, 104238. https://doi.org/10.1016/j.nepr.2024.104238
Zahed Babelan, A., Mehravar Gigloo, S., Kazemi, S., & Javidpour, M. (2023). Evaluating the quality of e-learning in the higher education system using the HELM evaluation model during the COVID-19 pandemic. Research in Medical Education, 15(1), 13-21.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Azam Abdollah Tabar GhasemAbadi (Author); Esmaeil Kazempour; Samira Pali (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
