Original Research Paper-English Issue
e-learning
F. Khodadadi Azadboni; J. kamali
Abstract
Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students ...
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Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students struggle to understand the underlying principles and behaviors of electrical systems. Identifying and correcting misconceptions about electricity physics is essential for promoting meaningful learning and conceptual understanding. Nowadays, using technology in educational settings is considered an essential aspect of teaching and learning. Utilizing technology, such as simulation software like COMSOL, can help to visualize and better understand these concepts. This research has been done with the aim of identifying and correcting the misunderstandings of 11th-grade high school students in learning the concepts of electricity by simulating COMSOL software.Materials and Methods: The present research is an applied study in terms of its objective and a mixed-methods research in terms of its methodology. The qualitative section utilized content analysis to extract misconceptions about the concepts of electricity in physics. Semi-structured interviews were conducted with SIX teachers using purposive sampling. Three types of coding, namely open, axial, and selective, were employed to extract the main misconceptions. The main misconceptions identified were Coulomb's law, the shape of field lines between two point charges, the electric field between capacitor plates, the motion of electric charges in an external electric field, charge distribution on surfaces, and the effect of an external electric field on conductive and non-conductive shells. Based on this pattern, a 6-item questionnaire was designed to validate the pattern of misconceptions about electricity concepts among students. The validation of the extracted pattern and the content validity of the questionnaire were assessed by experts in the field of physics education. The quantitative section of the research was a quasi-experimental study with a pretest-posttest design and a control group. The target population consisted of all male eleventh-grade students in high schools in Bojnurd city during the academic year 2022-2023. Using random sampling, 30 students were selected for each group. In the first stage, both groups took a pretest. Then, the experimental group received the independent variable (simulation-based learning using the COMSOL software) in six sessions of 90 minutes each. Meanwhile, the control group received traditional lecture-based instruction. After the intervention, both groups (experimental and control) took the dependent variable (the misconceptions test on electricity concepts). The data were analyzed using ANCOVA (Analysis of Covariance) with the help of SPSS software. Findings: The post-test results showed that in addition to correcting students' misconceptions and increasing their learning level, the use of computer and COMSOL simulation software helped them better understand the concepts and increased their concentration. The results of this analysis showed a significant difference (p<0.05) between the learning and progress of the experimental group and the control group. The errors of the experimental group changed significantly compared to the control group. In the topics under investigation, the minimum percentage of misconception correction in the experimental group was 46.66%. Meanwhile, the minimum percentage of misconception correction in the control group was observed to be 36.66%.Conclusions: The research results have demonstrated that Simulation software enables students to visualize and interact with abstract concepts, making them more tangible and easier to comprehend. By using COMSOL, students can manipulate different variables in electrical systems, observe the effects, and gain insights into the underlying principles. This hands-on approach can correct misconceptions and improve students' understanding of electricity in physics. By providing interactive and visual representations of electrical phenomena, simulation software can make the subject more accessible and engaging, leading to improved learning outcomes. According to the obtained results, it is suggested that educational technology and modeling using COMSOL software be promoted in teachers' professional development programs. This action can lead to the development of knowledge of educational content and the correction of misunderstandings of concepts.
Original Research Paper-English Issue
e-learning
H. Pourmehdi Ghaemmaghami; A. Khaki Ghasr
Abstract
Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios ...
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Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios have been studied through research on practitioner feedback. The current study focuses on the advantages of online studios and emphasizes the importance of verbal representation in the architectural design process. As verbal representation is utilized in the design process, with verbal description being one of its tools, the question arises: Is it feasible to enhance the verbal representation skills of architecture students, despite the limitations in content transmission and the challenges encountered during online studio delivery?Materials and Methods: The research methodology is qualitative. It is based on a systematic literature review and case study in which authors have used an autoethnography approach, sharing their experiences as online instructors during the COVID-19 crisis. The case study was carried out via thematic analysis supported by coding employing tactics including observations, memos, self-evaluation of students, and questionnaires. The research took place at Shahid Beheshti University's Faculty of Architecture and Urban Planning for five academic semesters (2019-2022). The statistical population included 147 students (111 undergrads and 36 graduates). Findings: The results demonstrate that, due to the constraints of material sharing compared to face-to-face studios, architectural design online studios rely primarily on listening senses and linguistic skills. The results show an improvement in students' verbal representation (both oral and written), which varies depending on the studios. In online studios, 86% of students reported that their writing ability had improved, and 73% reported that their oral representation had improved. It is worth noting that students in online studios rate verbal representation in written format as the second most improved skill out of six. As a result, the level of usage and acceptability of written and oral representation in the creative process in online studios has not been consistent, and it may alter for various reasons. Some key points that make it successful include the instructor's preference for employing verbal description and representation in the studio, the student's potential in verbal description, the theme of the design studio, and where we are in the design process.Conclusions: Online architectural design studios provide students with the chance to improve their verbal representation skills. Additionally, one of the bases of delivering online studios is the ability to express ideas clearly via language, which also plays a compensating role during the design process in maintaining the studios' quality. Use of this feature in hybrid, online, or face-to-face studios could be part of future plans. The valuable tasks to be carried out should be defined and experienced in this context so that they can be implemented at the beginning, middle, or end of the design process. The practice of expressing the scenario, defining the design problem, writing the design statement, preparing sessions for reading descriptions from renowned authors' texts, as well as the sessions for critiquing the works of students and architects in the online studios in tutorial and judgment sessions, can be listed among them.
Original Research Paper-English Issue
Technology-based learning environments
R. Raisi; K. Fattahi; S.M. Zakeri; S. Daneshmand
Abstract
Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. ...
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Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. The emergence of Neuro-architecture, a growing field that integrates neuroscience principles into architectural design, has gained popularity in optimizing student engagement and learning outcomes. By understanding the neural mechanisms that influence interactions with the built environment, neuro-architecture provides novel avenues for developing learning spaces that support optimal students’ performance. Previous Neuro-architecture research has explored various physical aspects within educational settings, including classroom size, color palettes, lighting, acoustics, and indoor air quality, revealing their impacts on memory, attention, emotional reactions, cognitive abilities, and learning advancement. However, limited attention has been given to stress-induced arousal, as well as the influence of classroom ceiling slope on students' stress levels and cognitive abilities. This study seeks to fill this gap by examining how the classroom ceiling slope relates to students' stress levels and cognitive function. Employing Virtual Reality (VR) simulations, cognitive assessments, and physiological measures, the study aims to answer the research question: How do varying ceiling slope orientations affect physiological responses linked to stress-induced arousal and cognitive function? The findings of this study will enhance the realm of research on learning environments by providing insight into the influence of physical features, such as the slope angle of classroom ceilings, on student wellness and academic performance.Materials and Methods: The research employed a quasi-experimental design to explore the effects of various Ceiling Slope Variations (CSV) on stress-induced arousal and cognitive performance. A total of 18 participants, comprising nine males and nine females, participated in the experiment, selected based on five inclusion criteria established to maintain study consistency and reliability. In the first phase, participants' stress levels were evaluated through the utilization of an Emotibit bio-data logger and Visual Analogue Scales (VAS) test for measuring and mapping psychological responses. This involved monitoring heart rate variability (HRV) and electrodermal activity (EDA) in the surveyed individuals, with the objective of understanding how various ceiling slope orientations affected stress levels. The subsequent phase focused on assessing participants' cognitive abilities by utilizing the N-back test, a well-established task for gauging working memory and attention. The aim was to investigate how different CSV configurations influenced cognitive performance. In the final phase, the relationship between participants' psychological and physiological responses was analyzed using the Analysis of Variance (ANOVA) test. This examination aimed to uncover the connection between stress-induced arousal and cognitive performance in relation to the diverse ceiling slope orientations.Findings: The findings highlight the important role of ceiling slope orientation in impacting stress levels and cognitive performance among students. Specifically, the research emphasizes that a backward-sloping ceiling design, particularly in relation to the class board, is associated with enhanced cognitive abilities, including higher accuracy rates and reduced instances of incorrect answers, compared to traditional classroom layouts. Conversely, the conventional classroom design results in the lowest cognitive performance levels. Furthermore, the study indicates that variations in ceiling slope can also trigger physiological responses in students, such as changes in heart rate and skin conductance, leading to diverse stress levels. The results suggest that integrating a backward sloping ceiling design can significantly alleviate stress levels in the surveyed participants, showcasing the potential benefits of such ceilings in educational environments.Conclusions: This research highlights the critical importance of educational space design in alleviating stress and enhancing cognitive abilities among students. Through the utilization of VR simulations and the assessment of physiological and cognitive reactions, the study offers valuable insights into how variations in ceiling slope can impact stress levels and cognitive performance. The results indicate that integrating a backward sloping ceiling design can play a significant role in reducing stress and boosting cognitive functions in students. These findings underscore the importance of developing educational environments that prioritize neuro-architectural principles to promote optimal learning outcomes and student welfare. It is imperative for educational institutions to take into account these considerations when structuring classrooms, ensuring the creation of spaces that nurture students' cognitive processes and overall well-being.
Original Research Paper
physical education
shida ranjbari; Zynalabedin Fallah; vahid shojaee
Abstract
The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education ...
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The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education experts, sports teachers, and education experts in the field of education that had sufficient experience in sport education in the field. Based on a Snowball sampling, 17 individuals were identified as the sample of the study. The research tool was a researcher-made questionnaire with 23 questions that included 23 factors influencing development of ICT in school sports, which were identified based on a comprehensive study of resources. The whole process of analyzing the data was done in SPSS and MicMac software. The present study revealed that some factors, as key independent actors have a significant role in the development of information and communication technology in sports schools. In order to develop information and communication technology in sport schools, comprehensive planning is needed to develop some key independent factors. Planning on the key factors identified in this study can create the ground for the development and promotion of information and communication technology in school sports.
Original Research Paper
Sociology of Educational Technology
H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani
Abstract
Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, ...
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Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, making major and vital decisions. Due to playing a dual role (parents) for their children, these women face problems such as loss of income, raising children, managing household affairs, working outside the home with low wages, etc., and enduring these life problems The reason for their different lifestyles compared to other women has led to the factors in which they have emerged. The aim of this study was to compare psychological hardiness, self-differentiation and psychological burnout in female-headed households and ordinary people in Marvdasht.Methods: The present study was comparative-causal one. The statistical population of this study included female-headed households under the auspices of the Marvdasht Relief Committee. The sample group consisted of 80 people in two groups (40 female-headed households and 40 ordinary women) who were selected using the convenience sampling procedure. Data collection tool to assess the degree of psychological hardiness was the questionnaire of Kubasa et al. The face and content validity have been reported in various appropriate studies. Also, the reliability of this tool was obtained by Cronbach's alpha coefficient. The Differentiation Scale (DSI) was used to measure differentiation and its validity and reliability were confirmed. Women's psychological burnout was also assessed through the Smiths’ questionnaire; its validity and reliability of this questionnaire were evaluated in different demographic groups. Confirmatory factor analysis showed that the questions of each dimension describe the same dimension and the questionnaire has a good internal consistency. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). Mean and standard deviation values were calculated and MANOVA analysis test was run.Findings: According to the age distribution table of statistical sample size, in the group of female-headed households, 35.00% of people were less than 30 years old and 12.5% of people were more than 40 years old. In the group of normal women, 30.00% of women were less than 30 years old and 20.00% of women were more than 40 years old. According to the statistical sample size distribution table, in terms of education, 35.00% of women heads of households were under diploma and 65.00% of them were above diploma and in the group of normal women, 32.5% were under diploma and 67.5% were above diploma. The results showed that there was a significant difference between psychological hardiness and its dimensions in normal and female heads of households. There was no significant difference between self-differentiation and dimensions in ordinary female-headed households. There was a significant difference between normal and female-headed households in terms of psychological burnout and its dimensions. The average psychological hardiness and psychological burnout was higher among female-headed households than those of normal women.Conclusion: The results of this study can be used by relevant organizations with women heads of households and researchers interested in this field.
Original Research Paper
Electronic learning- virtual
susan mehrzad; zeinab Golzari; Zahra Taleb
Abstract
Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ...
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Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Original Research Paper
Educational Science
Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari
Abstract
The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population ...
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The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population includes experts in the field of school effectiveness. Which in part of Quantitative Research, included a limited number of faculty members in Hormozgan universities in the fields of education, of which 30 were selected as samples. Also In the qualitative section, the sample volume was estimated with a theoretical saturation of 10 people. A targeted sampling was used to select the sample. The Data collection tools were through interviews and questionnaires. For data analysis in the Quantitative section, One sample t test and In the qualitative section, open and axial coding was used. The results led to the identification of six Dimensions from 24 concepts that named them as follows: management and leadership; Belief in collective wisdom; Promoting health, health and safety at school; Empowering staff; Establishment of the teaching and learning system and extracurricular activities.
Original Research Paper
Architecture
malihe taghipour; aliakbar heidari; Khatereh Sajjadi
Abstract
One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant ...
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One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant role in promoting social skills and controlling such aggressive behaviors. Accordingly, the study tries to evaluate the impact of the school environment on the reduction of aggressive behaviors in children. Among the spaces in the school, the yard was selected as the most common space, and its spatial-physical characteristics were evaluated in six schools in Shiraz. The research method is descriptive-analytic based on quantitative and qualitative strategies. A semi-structured questionnaire and interview with students and teachers were used. The results indicated that among the various spatial features of the school yard, green area in the yard, as well as the diversity of open and semi-open spaces in the school yard, had the greatest effect on reducing student behavioral disorder.
Original Research Paper
TVET
P. Arianejad; F. Mozafar; M khanmohammadi; B. Saleh sedgh poor
Abstract
Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in ...
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Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in various fields over the years. Currently, in the field of interior architecture, which is a highly demanded area in vocational training, acquiring skills for implementing interior decorations by students in this field and attracting them to the job market depends on the existence of well-equipped workshops, sufficient materials and supplies, and skilled instructors, along with practice and repetition of activities. Given the shortage of some materials, supplies, and equipment, as well as the limited experience of some instructors, using computer simulation technology as an educational complement can resolve the existing issues. For maximum effectiveness, it is essential to validate the simulator model specifically for the practical workshop courses in this field. The aim of this research is to validate the computer-based educational simulator model by examining the relationships among its components.Methods: This study was a type of mixed-methods research conducted through an exploratory hierarchical approach in three phases, including document research and Delphi method, surveys, and correlation studies. The statistical population in the first phase included written and electronic resources in the fields of education, interior architecture education, and computer simulators, as well as specialists, professors, and experts in architecture, interior architecture, and educational technology. In the second and third phases, the statistical population consisted of instructors in the interior architecture field who taught at least one practical course in the 2020-2021 academic year at the 10th, 11th, or 12th grades. A semi-structured interview checklist and a researcher-made questionnaire were the tools used in this research, and the model evaluation was conducted using path analysis.Findings: The findings indicated that the proposed model had good fit (RMSEA = 0.00, GFI = 0.998, CFI = 1.00, x² = 2.011, P-value = 0.570) and all direct paths in the model were significant (P < 0.05). Additionally, all indirect paths of the content realism of educational pedagogy on diverse learning opportunities and experiences through mediating variables such as interaction with students, student evaluation, activity repeatability, instructor supervision, learning environment management, and alignment with students' abilities were significant.Conclusion: The results indicated that the presented model had sufficient validity for designing a computer-based educational simulator for practical courses in the interior architecture field. In the model, among eight variables, the realism of educational content based on pedagogy acted as an independent variable through mediating variables such as interaction with students, student evaluation, learning environment management, instructor supervision, alignment with students' abilities, and activity repeatability, influencing the creation of learning opportunities and experiences as a dependent variable. By examining the relationships among the variables in the model and their effects on each other, it could be concluded that representing workshop activities in a simulation environment and bringing learning experiences closer to what existed in reality increases the likelihood of transferring those learning experiences to real situations. In such an environment, considering the physical and mental abilities of users and adapting the facilities of the environment to their capabilities would enhance the opportunity to utilize the existing learning opportunities and experiences in the environment. Designing exercises based on educational content and various levels of students, along with their repeatability and the role of instructor supervision, would increase the effectiveness of the simulator. Moreover, in an interactive simulation environment where the learning process is managed by the student and evaluation is also one of its features, the student could experience active learning.
Original Research Paper
Educational Technology - Public education
R. Pasha; E Zaraii Zavaraki; P. Sharifi Daramad; E Sadipoor
Abstract
Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical ...
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Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical reasoning and using mathematical methods. This problem can reduce their self-confidence and academic motivation and will ultimately have a negative effect on their academic progress in mathematics. The present study was conducted with the aim of meta-analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (studies published in 2023-2011).Methods: The method used in this research was meta-analysis and the socio-statistics of the research included all the research documents published in the period of 2023-2011. In order to screen and sample the collected documents, the input criteria included subject appropriateness, the appropriateness of the type of research method (experimental and semi-experimental studies), the precise expression of method coordinates, the report of statistical findings and the scope of the research (Iran), and the output criteria included research related to the epidemiology of the disorder. Mathematical learning, case, review, relational and descriptive research, failure to report statistical information needed to calculate the effect size, similar research and research lacked methodological adequacy. Based on this, 49 research documents were included as valid research documents in the meta-analysis process and the data was converted into an effect size index by using CMA software and using Hunter and Schmidt's approach (credibility test)Findings: The average effect size of the combined effect in the random model of educational interventions on the math academic performance of students with math learning disorder was found to be 0.687. This point estimate obtained based on Cohen's interpretative system showed the strong and high level of effectiveness of the existing educational interventions on the academic performance of students with math learning disorders. Also, the analysis of moderating variables revealed that the heterogeneity of the effect size in research studies was related to the variables of statistical population type, gender of the subject, educational level, geographical location, year of conducting the research, intervention strategy and type of educational interventionConclusion: The existing educational intervention methods focusing on metacognitive strategies and game-based and multimedia methods play an effective role in improving the mathematical performance of students with mathematical learning disorders and it is necessary to implement the interventions needed by this group of students from the third grade of elementary education. to be executed later. According to the findings of this research, it is suggested that in the macro-policy-making process of the education of students with learning disabilities, the category of metacognition and the use of metacognitive learning strategies should be given the necessary attention, and at the same time, educational interventions towards the purposeful use of games in its various forms of movement to be computerized and multimedia driven. Also, it is suggested that educational interventions should be implemented from the third grade of elementary education onwards, and among them, groups with special needs, such as mentally and physically disabled children, as well as hearing and vision impaired students, should be taken into consideration.
Original Research Paper
Electronic learning- virtual
N. Naderi; M.J. Mahdian; Z. Tanha
Abstract
Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread ...
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Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread of the Corona Virus and the need for social distancing, this training has become one of the popular and necessary methods in many educational institutions. On the other hand, the SWOT matrix is a strategic tool used to identify strengths, weaknesses, opportunities and threats in an organization. In schools, this matrix can lead to improving the educational and management processes to formulate effective strategies to improve performance and productivity by identifying and analyzing internal and external factors. Using the SWOT matrix in schools can help administrators and teachers to identify the school's internal strengths and weaknesses and to examine external opportunities and threats. The current research was conducted with the aim of identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT.
Methods: This research was applied in terms of its purpose and in terms of approach, it was a type of mixed-methods study of exploratory type. The statistical population consisted of 36 experts and experts in the field of educational sciences and educational management of universities in Lorestan province, and to determine the sample size, 14 people were selected via the purposeful sampling method and using the theoretical saturation method. A semi-structured interview was used to collect the data. To calculate the validity of the quanitative part, Kendall's coefficient of agreement was used with a value of (0.759) and for the reliability of the qualitative part, the recoding method was used with a value of (0.92). According to the obtained results, the interview tool has adequate validity and reliability.
Findings: According to the obtained results, taking into account internal organizational factors (strengths and weaknesses) and external organizational factors (opportunities and threats), the SWOT matrix after the end of the third stage of the Delphi method and establishing an agreement among the respondents of 38 codes or indicators for internal organizational factors (strengths of 19 codes and weaknesses of 19 codes) and 20 codes or indicators for external factors (opportunities 10 codes and threats 10 codes) were approved by experts and prepared for evaluation in the form of SWOT method. Also, in determining the strategic position of the combined education system, an offensive strategy and 14 strategies along with their priority and the interpretive structural model of combined education strategies were presented.
Conclusion: Identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT and using these results would make mutual relations in educational spaces more favorable and ultimately increase the quality of education.
