Perceived learning of university students in face-to-face and b-learning courses: a comparative study

The implementation of different teaching modalities can favor and facilitate student learning, however, the results of the different investigations have been contradictory, given the above, this study was aimed to compare the perception of student learning who attended courses in different study modalities: face-to-face and mixed (b-learning). Two hundred and nineteen students participated (134 women and 85 men), 46% attended their subjects in face-to-face mode and 54% in mixed mode (b-learning) belonging to different careers. To collect the data, a Likert-type instrument was constructed conformed of 21 items that measure the following dimensions: perception of the level of theoretical learning acquired on the subject studied, development of technological skills, and development of communication skills and collaborative work after take the course. The results showed a statistically significant difference in the level of learning reported by the students of the different modalities, observing a greater perception of learning in those who attended the subject in face-to-face mode.