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ABSTRACT

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