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21 Int'l J. Educ. Tech. Higher Educ. 1 (2024)

handle is hein.journals/intjedth21 and id is 1 raw text is: Harper et al. IntJ Educ Technol High Educ (2024)21:2 https-//doi.org/10.1186/s41239-023-00435-0 International Journal of Educational Technology in Higher Education RESEARCH ARTICLE Open Access Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes Claire V. Harper , Lucy M. McCormick' and Linda Marron2 *Correspondence: harperc@edgehlln.ac.uk Biology Department, Faculty of Arts and Sciences, Edge HIll University, Ormsk*rk L39 4QP, U Centre for Learning and Teaching, Edge HIll University, Ormsk*rk L39 4QP, U - Springer Open 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 Biologi- cal 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. Keywords: Face-to-face, Blended online learning, Higher education, Teaching, LAssessment Introduction and literature review The COVID-19 pandemic caused significant and far-reaching changes across Higher Education in the United Kingdom, fundamentally altering the academic landscape. The most immediate and visible change was the rapid shift to online learning as universi- ties closed their physical campuses and transitioned to virtual classrooms. This sudden change to digital delivery required the adoption and integration of new technologies and teaching methods, presenting both opportunities and challenges for educators and stu- dents. While the pandemic-driven shift to online learning in the UK Higher Education sector was a rapid response to unprecedented circumstances, it also reignited and added SThe Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the articles Creative Commons licence, unless indicated otherwise in a credit line to the mate- rial. If material is not included in the articles Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.To view a copy of this licence, visit httpy/ creativecomrnons.org/I icenses/by/'4.0/.

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