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

    Universidad de Burgos

    Burgos, España


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

Sustainable development goals


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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