Higher education is moving towards digitalized learning. The rapid development of technological resources, devices and wireless networks enables more flexible opportunities to study and learn in innovative learning environments. New technologies enable combining of authentic and virtual learning spaces and digital resources as multifunctional learning platforms. In the development process it is important to ensure that the quality of environment and the pedagogical suitability are high in relation to the intended learning outcome. The quality of the learning environment can be assessed, for example, from students' levels of satisfaction. In this study a satisfaction is proposed by following aspects: instruction and feedback, pedagogical and technological methods, perceived enjoyment and self-motivation. The aim of this study was to compare the students' satisfaction with a ubiquitous learning environment based on 360 degrees-technology and a traditional web-based online learning environment. A comparative, quasi-experimental study design was used. 115 students assigned on clinical histology and histotechnology course and voluntarily to the study, 61 students were assigned to an experimental group and 54 to a control group. The experimental group studied via a 360 degrees--ubiquitous learning environment (ULE) and the control group via a web-based online course (WLE). Satisfaction was assessed at the end of studies by using an instrument developed for this study. The instrument measured aspects affecting the perceived satisfaction by 25 items (Likert 1-5) and 2 open-ended questions. The data was analysed by using the Mann Whitney U-test and with an inductive content analysis. Students in both groups were highly satisfied in the use of the learning environments. Used pedagogical and technological methods were assessed as high. The environments were assessed as easy to use and re-use. Diverse, interesting and clear learning content was seen as highly positive. Statistically significant difference between groups were seen in aspect concerning instruction and feedback. Other significant differences were not seen between groups. Developmental needs were seen in instruction and feedback aspect. More structured course planning, more supportive supervision and technical support were pointed out. The results suggest that ubiquitous learning environments should be used as supportive in histology and histotechnology studies. The results also indicated that the further development and optimisation of the learning environment should be done.