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Cited by 102Online and Blended LearningEducation during COVID-19 pandemicEvaluation of Teaching Practices

Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: towards post-pandemic education

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Banihashem, Seyyed Kazem, Noroozi, Omid, den Brok, Perry, Biemans, Harm J.A., Kerman, Nafiseh Taghizadeh·2023·The International Journal of Management Education
DOI 10.1016/j.ijme.2023.100803
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Abstract

Literature on post-pandemic education suggests blended learning as a new balanced education approach. However, little is known about teachers' and students' attitudes, emotions, and perceptions of blended education. This study aims to first explore teachers' and students' attitudes and emotions (workload, stress, well-being, and motivation) related to blended education and then model these attitudes and emotions, and online tools satisfaction with perceived teaching and learning performance by considering satisfaction with teaching and learning activities as a mediating variable. To do this, in total, 327 teachers and 547 students from a Dutch university participated. Of these, 307 teachers and 534 students filled out a survey, and 20 teachers and 13 students were interviewed to get more in-depth data. Quantitative data was analyzed by using structural equation modeling and multiple linear regression and qualitative data was analyzed via Atlas.ti 9 software. The main results showed that both teachers and students perceived high workload, low well-being, and high motivation in blended education. In addition, while a significant relationship between teachers' and students’ attitudes and emotions and their perceived teaching and learning performance were found, no significant mediating role was reported for satisfaction with teaching and learning activities. We discuss these results and provide recommendations for future research, policy, and practice.

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  • Learning satisfaction serves as a subjective indicator for assessing the learning process and outcomes and more directly reflects learners' experiences and perceptions within GenAI-supported learning environments.

    “learning satisfaction serves as a subjective indicator for assessing the learning process and outcomes. It more directly reflects learners’ experiences and perceptions within GenAI-supported learning environments”

    From Exploring the factors influencing college students’ learning satisfaction in generative AI-supported MOOCs learning environment: a learning experience framework perspective (2025) · cites this paper as Banihashem et al., 2023

    Section 2.6 (p. 6) measures students’ satisfaction with learning activities through self-reported ratings of interactions, feedback, and assignments, supporting its use as an indicator of their experiences in blended education. Section 2.7 (p. 6) measures perceived learning performance separately. The paper does not establish satisfaction as an indicator of learning outcomes or examine GenAI-supported environments. (LLM, conf=0.88)

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Authors
Banihashem, S. K., Noroozi, O., den Brok, P., Biemans, H. J. A., & Kerman, N. T.
Affiliations
  • Open University of the Netherlands (NL)
  • Wageningen University & Research (NL)
  • Ferdowsi University of Mashhad (IR)
Corresponding author
Banihashem, Seyyed Kazem
ORCID
Venue
The International Journal of Management Education
Publisher
Elsevier BV
Published
2023-07
Volume
21
Issue
2
Pages
100803
ISSN
1472-8117 (ISSN-L)
DOI
10.1016/j.ijme.2023.100803
OpenAlex
W4327630264
Cited by
102
References
83
Citations by year
2026: 12 · 2025: 20 · 2024: 45 · 2023: 25
FWCI
75.59
Type
journal article
Language
en
Open access
Licence
Locations
  • The International Journal of Management Education (publishedVersion, cc-by)
  • Socio-Environmental Systems Modeling (submittedVersion, cc-by)
  • DSpace (Open University in the Netherlands) (submittedVersion, cc-by)
  • Data Archiving and Networked Services (DANS) (submittedVersion, cc-by)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
blended learning, post-pandemic education, teacher attitudes, student attitudes, teacher workload, teacher stress, teacher well-being, student motivation, higher education

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