Blended Researches in Fundamental Criticisms - Blended Learning Researches in Iran: Several Fundamental Criticisms - Focusing on Terminology, Methodology, and Key Criticisms

Oct 15, 2026

The study critically reviews the state of blended learning research in the Iranian context, identifying 47 relevant papers from indexing databases and analyzing their content. The review centers on terminology, features of blended learning, methodology, blended levels, variables, and examined educational programs. Major criticisms include limited terminology range, misuse of key concepts, overreliance on quantitative approaches, pseudo-empirical practices, and the lack of case studies, along with frequent confusion between blended learning and computer use in education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Keywords

Introduction

Blended Researches in Fundamental Criticisms Blended Learning Researches in Iran: Several Fundamental Criticisms Farhad Seraji [fseraji@basu.ac.ir](fseraji@basu.ac.ir) Department of education, Bu-Ali Sina University, Hamedan, Iran Muhammad Attaran [attaran_m@yahoo.com](attaran_m@yahoo.com) department of curriculum Studies, University of Kharazmi, Tehran, Iran Seyyed Mohsen Azizi [smohsenazizi@yahoo.com](smohsenazizi@yahoo.com) Clinical Research Development Center of Imam Reza Hospital Kermanshah University of Medical Sciences, Kermanshah, Iran Abstract The present study seeks to critically review the state of the blended learning researches in the Iranian context. For this critique, 47 papers about blended learning were found in a number of indexing databases and their contents were analyzed. The contents mainly revolved around use of relevant terminology, features of blended learning, methodology, levels of blended learning, variables of the study, and the analyzed educational programs . Some major criticisms that can be leveled at these studies include limited range of terminology, inappropriate use of key concepts, overemphasis on quantitative methods, overuse of pseudo-empirical method, lack of case studies, mistaking blended learning for application of computers in education, excessive concentration on the level of educational programs, superficial treatment of the distinction between learning and retaining, lack of attention to some of the variables of blended learning, and use of blended learning for primary and secondary education . Keywords Blended learning ; Research ; Criticisms ; Terminology ; Methodology ; Blended levels F. Seraji, M. Attaran & S. M. Azizi Digital Education Review-Number 36, December 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/) 190 I. Introduction When merely online learning environments which had come with the tremendous advancement of information and communication technology (ICT) did not stand the test of time, educational policymakers and practitioners tended to adopt the advantages and integrate them into physical environments to create blended learning environments . This new type of environment facilitates access, enhances interaction among learners, reduces costs, improves learning quality, and encourages active learning, self-learning, as well as learning flexibility (Cuesta, 2018; Gedik, Kiraz,& Ozden, 2013) . The notion of blended environments, which was dubbed as "the new tradition of higher education" by Rose and Gage (2006), was invented in 2000 as the third wave of learning environments . Although implementation of technology in physical learning environments and combination of various learning methods have been common throughout the history of learning technologies, blended environments are essentially intended to combine the core characteristics of both physical and virtual environments to make strategic use of teaching methods and activities as well as learning theories with aim of fulfilling learning objectives . How and to what extent the tools, features, methods, and theories should be combined are two challenging questions that problematize any approach to the issue of blended learning. Various conceptions, as well as the immensity of blended learning, make this notion more difficult to deal with. Oliver & Trigwell (2005) use the terms blended teaching and learning with blended pedagogies instead of blended learning and emphasize that in every educational environment teaching activities that facilitate learning are done before the actual learning takes place . Some authors take the term "hybrid learning" to refer to educational programs in which part of the time is spent on physical learning while the rest of the time is dedicated to online activities such as transfer of information, exchange of ideas, delivery of projects, doing assignments, and participation in assessments (Sands, 2002; Johansson, Abia, & Quest,2016

FAQs

How many papers were analyzed in the study on blended learning in Iran?

The study analyzed 47 papers about blended learning found across multiple indexing databases.

What main aspects of the papers were examined?

The analysis focused on terminology, features of blended learning, methodology, blended levels, variables, and the educational programs studied.

What are the study’s major criticisms of existing Iranian blended learning research?

The paper highlights issues such as limited terminology range, inappropriate use of key concepts, overemphasis on quantitative methods, overuse of pseudo-empirical methods, and lack of case studies, including confusion of blended learning with computer application in education.

Oct 15, 2026

Uploaded by LangkahRina