Conceptualizing the Emerging Field of Different Learning Environment Theories Using DEMATEL Method

Abstract

The controlling value theory of emotions' applicability to distance learning settings is examined in this discussion. The control value theory served as the theoretical foundation for four of the empirical research in this special issue of Net and Higher Education, and it was implicit in numerous others. As a result, we looked at each essay's emotional expression, emotional antecedents, and educational outcomes in relation to the management science of emotions. The findings of these research generally concur with those of conventional classrooms, indicating that there aren't many emotional distinctions between face-to-face classroom setting and "online learning environments". The fact that control and value judgements consistently serve as antecedents of particular emotions, despite the fact that students' learning settings varied significantly, may be a major factor in the similarities in emotions that have been found. We conclude with suggestions for additional study. In several disciplines, the "Decision-Making Test and Evaluation Laboratory (DEMATEL)" approach is used to pinpoint crucial elements of straightforward systems. Although DEMATEL has undergone significant improvement, they are still best suited for simple systems and are unable to address decision-making issues in complicated systems. The main goal of this paper is to offer a hierarchical DEMATEL approach for complicated systems with many system components, several forms of impacts, and hierarchy. In contrast to horizontal decomposition, which deals with the presence of numerous types of influencing factors, and vertical decomposition, which deals with the presence of several key dimensions and hierarchy, hierarchies’ decomposition was initially developed to provide a framework for standardizing the DEMATEL dilemma of complex systems. To create direct operating (IDR) matrices for each element in each subsystem, a direct influence assessment is suggested. A hyper IDR matrix is then specified and created by merging the IDR matrices throughout all pairs all subsystems starting at the lowest level. a high rate of turnover. Online learning, e-learning, distributed learning, e-learning and distributed learning, e-learning & online learning, and any other learning contexts. Different learning environment in Distance learning (A1) is got sixth rank, e-Learning(A2) is got seventh rank, Online learning(A3) is got fifth rank, Distance learning and e-Learning (A4) is got fourth rank, Distance learning and online learning (A5) is got first rank, e-Learning and online learning (A6) is got second rank and All learning environments (A7) is got third rank.