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

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.