Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
Abstract The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-01-01
|
| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-023-00435-0 |
| _version_ | 1797355563004198912 |
|---|---|
| author | Claire V. Harper Lucy M. McCormick Linda Marron |
| author_facet | Claire V. Harper Lucy M. McCormick Linda Marron |
| author_sort | Claire V. Harper |
| collection | DOAJ |
| description | Abstract The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future. |
| first_indexed | 2024-03-08T14:12:57Z |
| format | Article |
| id | doaj.art-2cecd1c3abd241e3ae09a3012769ff58 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-03-08T14:12:57Z |
| publishDate | 2024-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-2cecd1c3abd241e3ae09a3012769ff582024-01-14T12:32:29ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402024-01-0121111610.1186/s41239-023-00435-0Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomesClaire V. Harper0Lucy M. McCormick1Linda Marron2Biology Department, Faculty of Arts and Sciences, Edge Hill UniversityBiology Department, Faculty of Arts and Sciences, Edge Hill UniversityCentre for Learning and Teaching, Edge Hill UniversityAbstract The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future.https://doi.org/10.1186/s41239-023-00435-0Face-to-faceBlended online learningHigher educationTeachingAssessment |
| spellingShingle | Claire V. Harper Lucy M. McCormick Linda Marron Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes International Journal of Educational Technology in Higher Education Face-to-face Blended online learning Higher education Teaching Assessment |
| title | Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes |
| title_full | Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes |
| title_fullStr | Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes |
| title_full_unstemmed | Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes |
| title_short | Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes |
| title_sort | face to face vs blended learning in higher education a quantitative analysis of biological science student outcomes |
| topic | Face-to-face Blended online learning Higher education Teaching Assessment |
| url | https://doi.org/10.1186/s41239-023-00435-0 |
| work_keys_str_mv | AT clairevharper facetofacevsblendedlearninginhighereducationaquantitativeanalysisofbiologicalsciencestudentoutcomes AT lucymmccormick facetofacevsblendedlearninginhighereducationaquantitativeanalysisofbiologicalsciencestudentoutcomes AT lindamarron facetofacevsblendedlearninginhighereducationaquantitativeanalysisofbiologicalsciencestudentoutcomes |