A Study on Blended Teaching Model Evaluation for English Major Courses in Higher Education: An Uncertainty-Based Approach

Abstract

As businesses adopt remote work, online learning, and the digital workplace, the idea of blended 
learning keeps changing. Traditional trainer-led lectures and coaching sessions are still provided to 
learners, but they are combined with interactive, self-guided experiences that give employees practical 
training and allow them to operate as a team. The creation of a decision support system that facilitates the 
evaluation of blended learning of English courses in higher education for aiding students. In addition to 
qualitative metrics that show evaluation of blended learning, several quantitative metrics also influence 
blended learning performance. The purpose of this study is to evaluate blended learning performance 
using both qualitative and quantitative metrics. This study is performed to overcome the research gapes 
which ranking the alternatives without overcoming uncertainty in the decision making problem. So, the 
plithogenic sets and a multi-criteria decision-making (MCDM) approach are used within this context. 
Expert significance levels are determined using plithogenic sets. The performance rating of blended 
learning is determined using the plithogenic-simple weighted sum product (WISP) approach. The 
plithogenic-WISP hybrid model is thus created in this study, and an algorithm for this innovative decision
analytic model is provided. To illustrate the usefulness of the suggested hybrid paradigm, a case study 
concentrating on blending learning evaluation is created. The findings of the study support the plithogenic
WISP hybrid method's applicability and validate its robustness.  

DOI: 10.5281/zenodo.14759287