effect of the blended workshop learning and web-based learning order and sequence on the interest level: (spiritual effectiveness) factor analysis

The well-known blended electronic learning system has been seen so far from the point of view of comparison with other e-learning, but not much research has been done about educational planning, in terms of students' interest in how to organize the combined face-to-face and non-face-to-face implementation of this type of educational method. the present study is an assessment with the aim of comparing the effect of the combined implementation sequence of two methods of blended web-based and workshop learning on the level of interest of students who are members of the research committee of arak university of medical sciences to participate in the vital statistics course. this is a quasi-experimental study with an alternative treatment design. the statistical population, who were selected through census sampling due to limited numbers, included 38 students of the faculty of medicine and 15 students of the faculty of health. the data collection tool included two questionnaires of demographic characteristics and an interesting questionnaire. the validity of the interest questionnaire was assessed through content validity and factor analysis, and its reliability was by calculating cronbach's alpha coefficient. the data were analyzed in spss-16 through independent t-tests, keyser's index, bartlett's test, and cronbach's alpha coefficient. the results showed a statistical difference between interest in the first group (a: workshop/web-based) and the second group (b: web-based/workshop) in blended learning: in the medical faculty (p=0.043), in the health faculty (p=0.051) and the total of two faculties (p=0.004). given the statistical difference observed in conditions (comparison of groups in each faculty independently and comparison of groups in total of two faculties), we suggest holding workshop (in-person) courses at first and online courses then.