Blended Instruction

In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple intelligences on students' learning and to compare it with the face-to-face approach. The study population included all students enrolled in Tehran Farhangian University of Primary Education. This quasi-experimental study was carried out with pretest-posttest with  a control group in the academic year of 2016-2017. A total of 40 female college students participated in this study. They were selected by the available sampling method and randomly divided into two groups. Data collecting tools was a questionnaire of multiple intelligence profiles with 80 items, a questionnaire measuring the level of learning by comparing pre and post-test. Both experimental and control groups trained in eight 90-minute sessions. The control group was taught using face-to-face traditional Instruction and the experimental group along with Blended learning and network-based learning, went under Blended Instruction based on multiple intelligences using articulate engage software with educational media (text, audio, image, animation and video). To design learning activities, learners were grouped according to their predominant intelligence, which was measured through the multiple intelligence profile. In both groups, the pre-test and post-test were the same academic achievement. Data analysis was performed using SPSS 19 software. Findings of the research indicate that the level of students' learning in the experimental group has significantly increased in comparison with the control group after having participated in the Blended Learning based on multiple intelligences

Recent developments in technology have affected various aspects of human life, including education. These technological advancements have resulted in the introduction of new trends in teaching methodology. These trends include pure online instruction, mixed online and face-to-face instruction (blended), etc. In order to identify the efficacy of such kinds of instruction in comparison with traditional methods, this quasi-experimental study was conducted to explore the effects of virtual vs. blended-language instruction on the development of listening and reading skills by Iranian intermediate EFL learners. To achieve this goal, 60 intermediate EFL learners were selected to participate in two experimental (virtual and blended) and one control (traditional face-to-face) groups. After the provision of the treatments in experimental (reading and listening through virtual and blended methods of instruction) and control (reading and listening through traditional method) groups, a post-test was conducted to measure the attainment of the participants in each language skill.  The results revealed that both virtual and blended methods of instruction could lead to better reading and listening performances. However, the difference between the effect of each treatment was more tangible in one skill scores (reading in the virtual group and listening in the blended group). The point worth noting is that the blended group could significantly outperform the other two groups. Comparing the results of all post-tests in reading and listening, it was revealed that blended instruction could result in better reading and listening; however, reading skill was more affected due to the higher mean difference between pre-test and post-test scores. This study has some implications for language teachers in taking advantage of technology in education in a balance with their traditional styles of teaching.