Introduction and Objective: With the expansion of technology, e-learning became prevalent but brought challenges such as reduced human interaction. In response, the blended learning approach emerged as an integration of face-to-face and online education. This study aims to examine the foundations, models, and effectiveness of blended learning in educational systems.
Methodology: This research adopts a descriptive-analytical method. Required data were collected through documentary (library) research and review of written and digital sources.
Findings: Findings indicate that blended learning, by integrating face-to-face and online learning while benefiting from advantages such as flexibility, increased interaction, and self-learning, has become an effective approach in educational systems. Various models exist for this approach, including face-to-face driven model, linear models (program flow), and non-linear models (radial). A review of previous research suggests that blended learning has a significant positive effect on enhancing learning, academic achievement, satisfaction, and learner motivation compared to traditional and purely electronic methods. Factors such as quality of instructional design, use of appropriate models (particularly the linear model), and fulfillment of self-determination needs (autonomy, competence, and relatedness) play key roles in the effectiveness of this approach. Despite challenges such as time management and technological issues, blended learning is emphasized as a dominant approach in contemporary education due to its higher efficiency and effectiveness.
Conclusion: Blended learning, through the intelligent integration of face-to-face and online education, represents an effective and flexible approach for enhancing learning quality, increasing satisfaction, and responding to diverse learner needs. The success of this approach requires appropriate instructional design, attention to technological factors, and continuous evaluation.