محمدرضا حیدری

Thisresearch aims to investigate the effect of integrated learning on the social presence, cognitive presence, teaching presence and emotional presence of the fifth grade students in the science course. In order to achieve the goal of the research, a quasi-experimental method of pre-test-post-test type with a control group was used. The statistical population included all fifth grade students in Shahryar city who were studying in the academic year of ۱۴۰۲-۱۴۰۱. Using available sampling method, ۶۰ students were selected and ۳۰ students were randomly assigned to the experimental group and ۳۰ students to the control group. The data collection tool in this research was Arbaugh et al. (۲۰۰۸) community of inquiry questionnaire and Cleveland-Innes and Campbell (۲۰۱۲) emotional presence questionnaire. The experimental group spent ۶ sessions in the form of consolidated learning and the control group spent ۶ sessions in the form of face-to-face learning. In order to check the changes before the intervention, a pre-test was performed on both groups, and after the intervention, a post-test was performed on both groups. To analyze the research data, statistical methods were used at two descriptive levels (mean and standard deviation) and inferential (correlated t-test and multivariate covariance analysis). Based on the correlated t-test, there was a significant difference between the pre-test and post-test stages in the variables of social and cognitive presence in both experimental and control groups, and in the variables of teaching and emotional presence only in the experimental group (p ? ۰.۰۰۱). There was no significant difference in the variable of teaching and emotional presence in the control group between the pre-test and post-test stage with (p>۰.۰۵), as a result, face-to-face learning has no significant effect on increasing teaching and emotional presence. The results of covariance analysis showed that the effect of integrated learning on social presence, cognitive presence, teaching presence and emotional presence was greater than face-to-face learning (p?۰.۰۱).