Abstract:

The rapid development of technology and the emergence of new educational approaches have led to a growing emphasis on distance learning in contemporary educational discourse. This study examines the association between distance learning and cognitive and emotional learning among students in grades 1 to 3.

Employing a correlative approach, this applied research investigates a statistical population of 3,059 students enrolled in primary schools in Tehran, Iran. Utilizing cluster sampling techniques, a representative sample of 218 students was meticulously selected for in-depth examination.

The empirical findings of this study unveil a significant and positive correlation between distance learning and enhanced learning rates across both cognitive and emotional domains. The outcomes underscore the transformative potential of distance learning modalities in fostering students' academic and emotional development, particularly during the formative years of primary education.

Furthermore, the research sheds light on the intricate interplay between motivation, communication skills, and cognitive learning processes, emphasizing their pivotal role in optimizing educational outcomes. Additionally, the study underscores the significance of technology access and media-based learning as indispensable components contributing to emotional learning in young students. These insights not only enrich the growing body of literature on distance learning but also provide practical implications for educators, policymakers, and stakeholders involved in shaping contemporary educational paradigms.

Keywords:

Distance learning, cognitive learning, emotional learning, early primary education, motivation, communication skills, technology access, and media-based learning.