Evaluating face-to-face and online flipped learning on performance and satisfaction in marketing and communication students

Oct 15, 2026

The research evaluates the impact of face-to-face and online flipped learning (OFL) on academic performance and satisfaction in marketing and communication students enrolled in single-degree (SD) and double-degree (DD) programs, compared with traditional methodology. A descriptive quasi-experimental, cross-sectional quantitative design uses a sample of 223 university students and is analyzed across three phases: before, during, and after the COVID-19 pandemic. Results show higher performance for face-to-face flipped learning than traditional methods, with DD students scoring highest in asynchronous work; DD participants using OFL outperform SD peers in overall scores and synchronous/asynchronous activities, while modality does not alter FL ratings but improves DD attitudes, perceptions, interactions, results, and perceived satisfaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

OPEN ACCESS Research Article Contemporary Educational Technology, 2024, 16(1), ep490 ISSN: 1309-517X (Online) Evaluating face-to-face and online flipped learning on performance and satisfaction in marketing and communication students Niurka Guevara-Otero 1 0000-0003-3039-6221 Elena Cuevas-Molano 2 0000-0002-9876-8207 Ana M. Vargas-Perez 1* 0000-0002-2653-1753 María Teresa Sánchez Rivera 3 0000-0001-7894-5969 1 Department of Business Economics, Rey Juan Carlos University, Madrid, SPAIN 2 Department of Audiovisual Communication and Advertising, Rey Juan Carlos University, Fuenlabrada, SPAIN 3 Faculty of Humanities and Social Sciences, Technical University of Manabí, Manabí, ECUADOR * Corresponding author: [ana.vargas@urjc.es](ana.vargas@urjc.es) Citation: Guevara-Otero, N., Cuevas-Molano, E., Vargas-Perez, A. M., & Sánchez Rivera, M. T. (2024) . Evaluating face-to-face and online flipped learning on performance and satisfaction in marketing and communication students. Contemporary Educational Technology, 16(1), ep490. [https://doi.org/10.30935/cedtech/14100](https://doi.org/10.30935/cedtech/14100) ARTICLE INFO ABSTRACT | Received: 29 Aug 2023
Accepted: 30 Nov 2023 | The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.
Keywords: flipped learning, single and double degrees, online and traditional learning, academic performance, student satisfaction | | --- | --- | | INTRODUCTION | | Digitalization and global crises have transformed education. During the COVID-19 pandemic, a noticeable decline in student engagement with the learning process has led to a concerning erosion of knowledge acquisition within the educational community. This phenomenon has consequently resulted in suboptimal learning outcomes, drawing attention from scholars (Dorn et al., 2020; Lambert & Rennie, 2021) . To overcome this challenge, it is imperative that educators receive comprehensive training in pioneering learning methodologies and cutting-edge technologies. This training is not only essential to improve pedagogical practices, but also to facilitate better learning outcomes in higher education (HE) (Guevara-Otero, CuevasMolano, et al., 2023) . Furthermore, educator

FAQs

What learning models are compared in the study?

The study compares face-to-face flipped learning and online flipped learning (OFL) against the traditional methodology in marketing and communication education.

How was the research conducted?

A descriptive quasi-experimental, cross-sectional quantitative study was conducted with 223 university students across three phases related to the COVID-19 period.

What do the results show about DD versus SD students?

DD students using OFL show superior overall subject scores and perform better in both synchronous and asynchronous activities than SD students using the traditional method.

Oct 15, 2026

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