Learning Satisfaction Research Articles

AACN competency-based essentials revisit: Evidence-based validation of entrustable professional activities in Asia

AimThis study intended to validate the competency-based approach through an entrustable professional activity in the nursing undergraduate education arena in Taiwan. BackgroundEntrustable professional activity is a recommended strategy to enhance nursing competencies and skills. It has been widely applied to nursing education in Western countries, especially graduate programs. However, its effects in eastern countries and undergraduate programs remain unclear. DesignA quasi-experimental comparison design was used. MethodThe study is conducted at the Department of Nursing at a university in southern Taiwan. A total of 72 Two-Year Nursing Program students participated in the study. After implementing the designated entrustable professional activity in the Wound Care Nursing course, outcomes were measured using the Competency Inventory of Nursing Students, Learning Satisfaction and Objective Structured Clinical Examinations. These outcomes were then compared with post-test results at the end of the semester. About 90 % of students completed the study with the test group (n=31) receiving extra activity and the comparison group (n=34) receiving usual teaching. Data were analyzed through chi-square, paired t and Student’s t-test. ResultsThe test group demonstrated significantly higher scores in perceived competency and clinical examinations than the comparison group. However, both groups experienced an increase in learning satisfaction without reaching a significant difference. ConclusionResults of the study indicate that competency-based pedagogy, e.g., using entrustable professional activities, should be integrated into nursing curricula to meet the new American Association of Colleges of Nursing standards with compelling evidence.

Factors Influencing Student Satisfaction in Blended Learning: A Structural Equation Modelling Approach

Factors Influencing Student Satisfaction in Blended Learning: A Structural Equation Modelling Approach

The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students’ perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students’ self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

The influence of perceived institutional support and social competencies on online learning satisfaction: A private higher education student perspective

COVID-19 pandemic has revolutionised higher education delivery through online learning. While it offers flexibility and accessibility, it also challenges social interaction and satisfaction. To address this challenge, this study adopted the Community of Inquiry framework as a valuable lens to investigate the relationship between perceived institutional support, social competencies with classmates and instructors, and online learning satisfaction. A quantitative approach was used to analyse and explore the proposed hypotheses through Partial Least Squares Structural Equation Modelling. Students with prior experience in online learning from private higher education institutions were approached as the respondents. A total of 419 samples were selected through purposive sampling. The results indicated a positive relationship between perceived institutional support and online learning satisfaction. Perceived institutional support is positively related to social competencies of classmates and instructors. The research found that social competencies with classmates and instructors significantly mediated the association between perceived institutional support and online learning satisfaction. The findings from the study have implications for educational institutions, instructors, and students.

Implementation of Entrepreneurship Course in Maritime Higher Education

Entrepreneurship course is one of the subjects given to seventh semester cadets majoring in Sea Transportation and Port Management at the College of Shipping. This study aims to determine the implementation as well as an evaluation for further entrepreneurship learning. The evaluation was conducted using the Kirkpatrick evaluation model developed by Mullins which consists of four aspects: satisfaction, learning, behaviour and impact. The method used is a combination of quantitative and qualitative with data analysis in the form of percentages. The sample was taken from 140 cadets who had completed the entrepreneurship course. Data was collected through a questionnaire administered via google form. The results showed that the level 1 evaluation of cadets' satisfaction in learning showed an average score of 71% satisfied learning entrepreneurship and 29% dissatisfied. From the level 2 evaluation, it was obtained that the average cognitive, affective and psychomotor learning outcomes had increased. Level 3 evaluation of entrepreneurial behaviour obtained an average increase of 20 points. Level 4 evaluation of the impact of learning obtained 82% of cadets think it is suitable to be continued, and 75% think entrepreneurship learning is effective in making cadets become entrepreneurs, and 72% form cadets to carry out business activities.

Examining Student Characteristics, Self-Regulated Learning Strategies, and Their Perceived Effects on Satisfaction and Academic Performance in MOOCs

The ultimate goals of education and training are the development of learners’ learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students’ characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

Undergraduate Student Nurses' Satisfaction, Self-confidence, and Perception of High-fidelity Simulation-based Learning on Critically-ill Patients.

Replicating critical care practice settings in high-fidelity simulation (HFS) provides more learning opportunities to develop competencies, improve self-confidence, and learner satisfaction in a safe environment. Simulation is increasingly adopted globally as an alternative teaching strategy. Yet, data on the HFS experience of Filipino undergraduate nursing students is limited. This study describes the satisfaction, self-confidence, and perception of undergraduate nursing students on the use of HFS-based learning on critically-ill adult and pediatric patients requiring advanced life support (ALS). A quantitative, descriptive, correlational study was conducted using purposive sampling on all fourth-year BS Nursing students enrolled in Critical Care Nursing course in a state university. Data were collected through an online survey on demographic data, and the students' perceptions towards high-fidelity simulation-based learning (SBL) using three tools, namely: Simulation Design Scale, Educational Practices Questionnaire, and Student Satisfaction and Self-confidence in Learning. T-test and ANOVA were used to compare the means of the variables. Bivariate analysis (Pearson's product-moment correlation) was performed to find the relationship between variables. A total of 86 students participated in the survey. Overall, the students were highly satisfied with the simulation experience (4.46 out of 5.0, SD=0.47), and had high ratings of self-confidence in SBL (4.44 out of 5.0, SD=0.42). Overall satisfaction level was positively related to student's perception on simulation design (r=0.61, p<0.01) and educational practices (r=0.59, p<0.01). Similarly, the students' overall self-confidence with SBL was also positively correlated with their perceptions of the simulation design (r=0.32, p<0.01), and educational practices (r=0.34, p<0.01). Effective use of technology through HFS-based learning is useful in increasing satisfaction and self-confidence of Filipino undergraduate nursing students in caring for critically-ill patients needing ALS. Educators must highly consider all parameters of simulation design and educational practices in planning and implementing HFS-based learning to achieve meaningful learner experience.

The Use of Immersive Virtual Reality Training for Developing Nontechnical Skills Among Nursing Students: Multimethods Study.

Immersive virtual reality (IVR) is a niche technology rising in popularity in nursing education. Although there is an abundance of evidence to demonstrate the effect of virtual reality (VR) on desired learning outcomes, this evidence is limited to technical or procedural skills or managing a single patient with clinical problems. Nontechnical skills (NTS), such as communication, decision-making, teamwork, situation awareness, and managerial skills, have not been explored using IVR technology. This study aimed to (1) investigate the potential efficacy of the IVR system virtual reality hospital (VR-Hospital, or VR-Hosp), a single-user game we developed, on nursing students' NTS, sense of presence in the virtual clinical environment, and satisfaction and self-confidence in learning; (2) identify variables that predict NTS; and (3) explore students' experience in using VR-Hosp. A multimethods design with a quantitative and qualitative approach was adopted. Participants were provided with VR-Hosp with 3 scenarios in training. VR-Hosp adopted a multibed, multipatient, multitask approach and was embedded with various clinical situations. Learning outcomes were measured after the training, followed by group interviews. In total, 202 students joined the study. Results revealed high levels of satisfaction and self-confidence in learning. Significant achievement in NTS was perceived by the students. The levels of satisfaction and self-confidence in learning and the involvement and sensory fidelity domains in the sense of presence were positive predictors of NTS. The promising results offer a basis for designing IVR activities for nursing education. Further investigations are imperative to determine the impact of IVR technology on learning outcomes in clinical practice.

Research on applying flipped classroom and digital learning to high school programming courses

The objective of this study is to investigate how flipped classrooms affect education in high school programs. Although many studies have pointed out that flipped teaching can improve the learning experience and can evaluate learning effectiveness through classroom activities, it may also make it difficult for teachers to grasp students' learning status and behavior, and flipped teaching is used in high school programming course recognition and satisfaction Empirical research is somewhat lacking. Accordingly, this research applies the flipped teaching method to high school programming courses and gathers data on students who watch instructional videos. Through research data analysis, it is found that 51% to 93% of students will actively watch the designated instructional videos before class, and some students will repeat Watch the video (1.3 to 1.8 times), and most students will watch it again during the group project design. In addition, most students have the habit of adjusting the video speed to self-regulate their learning (1.4 to 1.5 times). The questionnaire results indicate that most students prefer the flipped classroom learning method (3.48 to 4.01 points). Through this study, we understand the students' mode of digital learning in programming courses, and we know that flipped classrooms can improve the learning satisfaction of programming courses.

Learning Process Understanding ICT Use Learning Satisfaction to Improve Learning in the Classroom

The aim of this research is to explain and determine the influence of the Learning Process variables, Understanding the Use of ICT and Learning Satisfaction on Learning Improvement both partially and simultaneously. This research uses a qualitative descriptive approach. The results of partial hypothesis testing calculations obtained a value of tcount &gt; ttable or 5.618 &gt; 1.978 and the significance obtained was 0.000 &lt; 0.05, meaning that partially the Learning Process had a positive and significant effect on Learning Improvement. The results of partial hypothesis testing calculations obtained a value of tcount &gt; ttable or 4.539 &gt; 1.978 and the significance obtained was 0.000 &lt; 0.05, meaning that partially understanding the use of ICT had a positive and significant effect on improving learning. The results of partial hypothesis testing calculations obtained a value of tcount &gt; ttable or 2.5658 &gt; 1.978 and the significance obtained was 0.011 &lt; 0.05, meaning that partially Learning Satisfaction had a positive and significant effect on Learning Improvement.

Exploring Leadership and Other Influential Dimensions When Assessing Online Learning Modules Within Higher Education Institutions: Insights From Flow Theory and Two-Factor Principles

This study explores the concept of flow status as a crucial factor affecting student engagement in online learning, using Herzberg’s motivation-hygiene theory as an analytical framework. Herzberg proposed two main principles influencing learner satisfaction: motivating factors associated with increased satisfaction and hygiene factors associated with dissatisfaction avoidance. While both motivation and hygiene factors influence learner satisfaction, this study applies the concept of flow status and incorporates elements of leadership to the concept to examine the implementation of effective learning systems in higher education institutions. A qualitative approach was applied to data collected from 24 interviews with stakeholders in the field of learning, including students, tutors, curriculum designers/programme leaders and policy makers in education. Interviews were recorded, transcribed, and subjected to text mining analysis. Most students interviewed identified various hygiene factors as motivating factors, such as their grades and supportive guidance from their tutors, thereby underscoring the importance of leadership visualisation in learning design. These hygiene factors were particularly appreciated in the disruptive environment experienced during the COVID-19 period. Students expressed scepticism about pre-set online group work, suggesting a preference for the ability to choose to participate in various types of group work. Tutors emphasised the importance of motivating factors in student engagement, recognising the significance of students’ technological readiness and effective teamwork in relation to how well they concentrated on their learning. This study develops practical insights for higher education educators, considering contemporary technological impacts and the immersive effects of online module design. The results propose a conceptual model that fosters students’ ability to concentrate in disruptive environments, highlighting the necessity of clear leadership from both system designers and implementers to enhance student engagement in online learning. This study’s findings are expected to serve as a valuable analytical tool for stakeholders in the field of education.

Development of Mathematics Teaching Models According to the Theory of Knowledge Creation to Promote the Mathematical Competence of Mathayom 6 Student

Background and Aims: The development of human thought is greatly aided by mathematics, which fosters creativity, and logical and systematic thought, benefits life, and raises the standard of living. (1) the first goal of this research is to create a mathematical teaching model for Mathayom 6 students that is based on the theory of knowledge creation. And (2) Examine the effects of utilizing a theory of knowledge creation-based mathematics teaching model to enhance Mathayom 6 students' mathematical proficiency. Methodology: Three research steps make up this study. (1) Phase 1: Basic information, current conditions, and conditions for teaching mathematics are studied, along with concepts, theories, and research about models of teaching mathematics based on knowledge creation theory to enhance secondary school students' mathematical competency. Year 6 by speaking with five education specialists. (2) Phase 2: Creating a teaching model for mathematics based on the theory of knowledge creation to help students in Mathematical Competency 6 and (3) Phase 3: Testing out a model of teaching mathematics based on the theory of knowledge creation to improve Mathayom 6 students' performance in the subject. Thirty Mathayom 6 students from Thesaban 2 School in Nangrong Municipality, Nangrong District, Buriram Province participated in the model's testing as a sample group during the second semester of the academic year 2022; (1) A mathematics teaching model based on the theory of knowledge creation to support Mathayom 6 students' mathematical competency is one of the instruments used to gather data. (2) Learning Satisfaction Scale; (3) Mathematics Competency Test; and (2) Achievement Test, the t-test (Dependent), mean, percentage, and standard deviation are among the statistics used in data analysis. Results: (1) A mathematical competency-promoting teaching model for Mathayom 6 students, based on the theory of knowledge creation. There are six parts. These include the model's goals, instructional strategies, social systems, response theories, and support networks. Four steps make up the teaching process: (1.1) Step of operation (Operation: O) (1.2) Step two: Action (Acting: A) (1.3) Step three: Knowledge creation (Creation: C), additionally, (1.4) Recapitulating the idea (Idea: C) and a high degree of appropriateness was indicated by the model's evaluation results, which had a mean of 4.47 and a standard deviation of 0.41. (2) The application of the theory of knowledge creation to the mathematics teaching model revealed that at a statistical significance of.05., students' academic achievement is higher than it was before they started studying. When Mathayom 6 students use the mathematics teaching model, their performance in mathematics exceeds the 70% threshold. Additionally, a high degree of student satisfaction has been observed with the mathematics teaching model. Conclusion: To emphasize mathematical competency, the study presents a comprehensive teaching model for Mathayom 6 students that is based on the theory of knowledge creation. The effectiveness of the model is demonstrated by the evaluation results, which show a significant improvement in academic achievement and student satisfaction, both of which exceed the performance threshold of 70%.

Development and Validation of a Trauma-Informed Care Communication Skills Assessment Tool

BackgroundTrauma-informed care (TIC) is growing in medical education as health care systems recognize trauma’s impact on health outcomes. TIC acknowledges and responds to the effects of trauma on physical, psychological, and emotional health. As TIC trainings are developed and delivered to health care professionals across the learner continuum, curricula need evaluation beyond learner satisfaction and knowledge to better assess changes in skills. We developed the Gap Kalamazoo Communication Skills Assessment Form for Trauma-Informed Care (GKCSAF-TIC) to evaluate pediatric trainees' communication skills in TIC. We describe the development and validity evidence of the GKCSAF-TIC in assessing pediatric residents' TIC skills during standardized patient encounters. MethodsWe developed and implemented the TIC communication skills assessment tool in a one-year prospective cohort study involving pediatric residents. We conducted simulated patient encounters conducted before and after TIC training, with two pediatric faculty attendings assessing each encounter. We gathered validity evidence using Messick’s framework, focusing on content, response process, internal structure, and relationship with other variables. ResultsWe analyzed 57 standardized patient encounters with 33 pediatric interns, including 23 pre-post matched pairs. The development process and rater training supported content and response process validity. Internal consistency, measured by Cronbach’s alpha, ranged from 0.93 to 0.96, while inter-rater reliability, measured by intraclass correlations, ranged from 0.80 to 0.83. There was a significant improvement in scores from pre-training to post-training (3.7/5 to 4.05/5; P < 0.05). ConclusionThe GKCSAF-TIC demonstrated strong preliminary validity and offers educators a valuable means to assess and provide formative feedback to pediatric trainees about TIC.

The role of new media literacy in shaping online learning satisfaction: Evidence from Egyptian universities

The role of new media literacy in shaping online learning satisfaction: Evidence from Egyptian universities

비대면 수업과 대면 수업의 효과성 제고를 위한 고찰: 교수자 중심의 설명식 수업을 중심으로

[Objective] This study aims to examine the perceptual differences of theory-based subjects between for non-face-to-face and face-to-face class methods, in order to examine the implications of each class type and provide useful directions for instructional approaches. [Contents] The outcomes of the study revealed that students’ perceived achievement and learning satisfaction were more pronounced in face-to-face classes in comparison to Non-face-to-face classes. The variations based on demographic attributes displayed a blend of patterns. Nonetheless, statistically significant distinctions were absent across all domains. [Conclusions] This signifies that the class structure might not be a decisive factor in theory-driven courses. Consequently, the emphasis should be placed on enhancing the quality of instruction. The absence of divergence in instructional quality implies its potential universality even in specific circumstances. Therefore, the perceived achievement and learning satisfaction as a result of the class should be considered together. Non-face-to-face classes and face-to-face classes have different characteristics. If you can highlight the characteristics of each type, you will be able to be reborn as a better class.

대학 원격수업 컨설팅 및 효과성 평가 연구

Objectives Following the COVID-19 pandemic, a shift to distance learning occurred, and some classes continue to be held remotely. Although universities have conducted class consulting to adapt traditional lecture-based courses to remote formats, research evaluating the effectiveness of these consultations from the perspective of learners, the educational consumers, is lacking. This study aims to develop evaluation items for assessing the effectiveness of remote classes and to verify the effectiveness of class consulting. Methods Variables for evaluating the effectiveness of the remote transition of courses were identified through a review of prior research and case analysis. Based on these variables, effectiveness evaluation items were developed, followed by validation by experts. Consulting was then provided to instructors and courses at S University that had applied for it, and the effectiveness of remote classes was assessed using the developed evaluation items. Results Through expert validation, the final evaluation factors identified were “perceived academic achievement,” “learning satisfaction,” “learning engagement,” “intention to continue learning,” “learning immersion,” and “self- regulated learning,” with specific items developed for each factor. The study found that all six areas improved significantly in undergraduate classes, while in graduate classes, all areas except self-regulated learning showed significant improvement. Conclusions Consulting for the improvement of classes, including remote classes, will continue to be important in the future. There is a need to evaluate the effectiveness of consulting for remote classes using the evaluation tool presented in this study.

핵심역량과 교과수업 융합의 학습자 중심 수업 설계 사례 연구

Objectives The purpose of this study is to analyze whether it is effective for learners' self-management capabilities and learning satisfaction by designing and applying cooking practice classes based on self-management capabilities to design learner-centered classes that combine core competencies and subject classes. Methods Classes were applied to one class in the third grade of a vocational high school located in Chungcheong-do for 6 weeks for 4 sessions. The pre- and post-test, performance evaluation and class output of scenario-based paper-delivered evaluation were evaluated and utilized as a performance evaluation standard table to confirm the learning effect of the practice class applying self-management competency. The collected data were subjected to paired-samples t-test and content analysis. Results First, food and cooking practice classes applying self-management competency were effective in improving students' self-management competency. Before and after the practice class applying self-management competency, it showed a significant effect on improving students' academic achievement, and students' self-management competency was also improved through performance evaluation and analysis through class products. Second, the satisfaction of the food and cooking practice class applying self-management competency showed a high level of satisfaction, and in particular, the response that they received appropriate feedback in the class showed the highest satisfaction. Conclusions Based on these results, it was discussed that practical classes applying self-management capabilities can be effective in cultivating learners' self-management capabilities and improving learning satisfaction, and educational implications were presented.

The Impact of High-Fidelity Simulator System on Bronchoscopy Operation Skills of Trainees Who Receive Refresher Training: A Teaching Study.

This study aimed to explore the impact of high-fidelity simulator (HFS) training on the bronchoscopy operation skills, confidence, stress, and learning satisfaction of trainees who further their training at endoscopy center in our hospital. The study also investigated the practical application effects of HFS training and provided a reference for the development of clinical teaching and training programs in hospitals. The 18 trainees who furthered their training at the endoscopy center were evaluated for their bronchoscopy operation skills, confidence, and stress levels before and after HFS training. A survey on learning satisfaction was conducted after the completion of HFS training. The scores of all evaluations were collected for comparison of differences before and after HFS training. HFS training improved the clinical operation skill levels and confidence of trainees who further their training at the endoscopy center, reduced their stress, and achieved 100% satisfaction from this training. Education level and department had no significant impact on trainees' operational skills and confidence improvement, and stress reduction (p > 0.05). The results of this study supported the influence of the history of endoscopy operations on the improvement of trainees' improved operational skills after HFS training, but it had no relation to the improvement of confidence and stress reduction. Trainees with a history of endoscopy operations had higher operation skill scores before and after HFS training (n = 5, 94.80 ± 2.95 and 97.60 ± 1.82, respectively) than those without a history of endoscopy operations (n = 13, 80.62 ± 2.53 and 86.38 ± 2.82, respectively), and the difference was significant (p < 0.05). HFS training is an effective clinical teaching method that can significantly improve trainees' bronchoscopy operation skills and confidence, reduce stress, and achieve high levels of satisfaction.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Application of entertainment e-learning mode based on genetic algorithm and facial emotion recognition in environmental art and design courses

This article is based on facial recognition and further designs an entertainment electronic learning mode. Facial emotion recognition may be affected by light, angle, and expression. In order to improve recognition accuracy and stability, distortion adjustment techniques were used to process facial images, ensuring that the model can accurately capture and recognize the features of facial expressions. The study applies online facial emotion recognition to entertainment electronic learning modes, where learners interact with the system. The system can detect and recognize learners’ facial expressions in real-time, and provide corresponding feedback and learning resources based on different expressions. By collecting and analyzing experimental data, evaluate the practicality of the model and the level of acceptance and satisfaction of learners towards the model. The entertainment electronic learning mode based on facial recognition provides an innovative learning approach by constructing a pattern architecture, distortion adjustment, and applying online facial emotion recognition. By optimizing the positioning and integrating the entertainment electronic learning mode with environmental art and design courses, we aim to enhance students’ learning motivation and interest. Develop optimization strategies to enhance students’ comprehensive abilities in the field of environmental art and design.