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

  1. Julio César Puche Regaliza 1
  2. Santiago Porras Alfonso 1
  3. Silvia Casado Yusta 1
  4. Joaquín A. Pacheco Bonrostro 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Revista de investigación en educación

ISSN: 1697-5200,  2172-3427

Year of publication: 2023

Volume: 21

Issue: 2

Pages: 295-309

Type: Article

DOI: 10.35869/REINED.V21I2.4607 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista de investigación en educación

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Cited by

  • Scopus Cited by: 0 (15-11-2023)
  • Web of Science Cited by: 0 (14-10-2023)
  • Dimensions Cited by: 0 (01-12-2023)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.109
  • Best Quartile: Q4
  • Area: Education Quartile: Q4 Rank in area: 1366/1438

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact: 0.320
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 103/232

CIRC

  • Social Sciences: C
    •

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 0.4
  • Area: Education Percentile: 13

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Citation Indicator (JCI): 0.17
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 631/759

Dimensions

(Data updated as of 01-12-2023)
  • Total citations: 0
  • Recent citations: 0

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.

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Data source: Dialnet