Structure and performance assessment in traditional face-to-face and blended learning statistics courses

Abstract

In recent years the number of higher education institutions offering blended learning courses has increased notably. Blended learning is understood as the combination of traditional face-to-face teaching with online and distance learning. During the 2012- 13 academic year, for the first time, the Information and Documentation degree course at the University of Barcelona included a blended learning format in its course in statistics. The blended learning course combined biweekly face-to-face classes and online work between sessions. This study describes the organization of the blended course in comparison with the traditional face-to- face course and presents preliminary data on student assessment, the use of educational resources, and the academic results obtained in the two enrolled groups. A questionnaire was administered to the students attending the face-to-face mode, and semi- structured interviews were conducted with students enrolled on the blended course. The use of teaching resources was assessed on the basis of students' participation in the virtual campus. The results highlight the challenges and opportunities presented by the two approaches; they show that a blended format allows flexible use of time and resources and enhances the teaching and learning process. The data also emphasize the importance of the figure of the teacher in both face-to-face and blended modes.