Identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT

Naderi, N.; Mahdian, M.J.; Tanha, Z.

doi:10.22061/tej.2025.11235.3124

Articles in Press

Document Type : Original Research Paper

Authors

¹ Department of educational training, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran

² Department of educational training, Boroujerd Branch, Azad Islamic University, Boroujerd, Iran

³ Department of Psychology, Khorram Abad Branch, Islamic Azad University,Khorram Abad, Iran

10.22061/tej.2025.11235.3124

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 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.

Keywords

Main Subjects

Electronic learning- virtual

COPYRIGHTS
© 2024 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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