Previous studies in the literature have pointed out that both e-learning and traditional face to face (F2F) classrooms have their own advantages and disadvantages. Therefore, with the hybrid classroom approach (combining e-learning and face to face), we will encounter management dilemmas related to pedagogical design for instructors trying to take advantage of the strengths of both the F2F and e-learning environments, while minimizing any situational shortcomings.
Effective learning may take place in a blended learning environment as a consequence of various learning elements and the interactions that take place between them. However, the breadth and interrelatedness of the various variables arising from the instructor’s characteristics, students’ background, learning context, pedagogical design, content, etc., make it difficult to accurately predict learning performance. A research framework that ignores the interactions and chooses some variables as research variables while assuming others are controlled would seem to insufficient, therefore we choose the qualitative action research method, observing interactions in two cycles.