Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

Abstract

Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students’ representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

“…RC is an organizational model for task integration, where communication and relationship constitute the two main dimensions [21,22]. The communication dimension includes elements such as accurate and frequent communication aimed at solving problems [3,[22][23][24][25]. The relationship dimension focuses on shared goals, knowledge, and mutual respect among all profiles of an organization [3,[22][23][24][25].…”

“…The communication dimension includes elements such as accurate and frequent communication aimed at solving problems [3,[22][23][24][25]. The relationship dimension focuses on shared goals, knowledge, and mutual respect among all profiles of an organization [3,[22][23][24][25]. The RC model has been applied in different sectors such as healthcare [22], banking [26], or airlines [21].…”

“…Online methods were established to respect the imposed confinement and avoid contagion [2]. The change from traditional face-to-face learning to online classes involved a technological change and accelerated the use of digital technologies in students [3]. The roles of the administration and services staff, and of the teaching staff, were modified in an attempt to adapt to the reality of the pandemic.…”

“…Besides, it affected the elements of student satisfaction [4]. However, before this change took place, there were already online and mixed systems implemented in universities worldwide [3]. Before the COVID-19 pandemic, online learning offered training options to specific student profiles, such as those that combined their training with work or family responsibilities [3].…”

“…However, before this change took place, there were already online and mixed systems implemented in universities worldwide [3]. Before the COVID-19 pandemic, online learning offered training options to specific student profiles, such as those that combined their training with work or family responsibilities [3]. During the pandemic period, online learning was established immediately regardless of the technological capacity of universities and their staff [5,6].…”