Comparative of Face-to-Face, Blended and On-line scenarios in Higher Education: Analysis of its effects on academic results considering the interaction with e-learning platforms

Abstract

The aim of this work is to analyze the effect of face-to-face, blended and on-line scenarios on students’ academic results considering the interaction with e-learning platforms. The results show that academic results are not affected by the learning scenario, while the degree of interaction with e-learning platforms is affected by the learning scenario. Furthermore, Treatment Effects model has been used to study the learning scenario and the interaction with e-learning platforms together. In this case, the academic results are affected by the on-line versus the face-to-face scenario but are not affected by the blended versus the face-to-face scenario. Specifically, on an average value of 4,14 points, obtained from the academic results of all students, with an on-line treatment, the results drop 1,01 points (24,41%), while with a blended treatment, the results drop 0,38 points (9,13%). Finally, utilizing Fractional Polynomial Extended Regress, prediction models are proposed for each of the scenarios.