Resumen de Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
Claire V. Harper, M. McCormick, Linda Marron
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 efect of diferent delivery styles and assessment types on student outcomes. Specifcally, grades achieved by frst year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two diferent 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 afected by the transition from face-toface to blended delivery (p<0.05, T-test). One module was unafected (p>0.05, T-test) and the remaining two modules were positively afected (p<0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not signifcant (p<0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-toface delivery, with an associated increase in required reassessments. Although there are positive benefts 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.
