Abstract—In this work, the impact of the implementation of B-Learning and traditional face-to-face models is analyzed, by comparing the academic results achieved by four groups of university students in the electronics course, by using objective and subjective measurements. Analysis of the results based on objective data demonstrated a lower student dropout rate and an improvement in the general grade point average under the B-Learning model. The subjective comparison collects student’s opinions through a formal evaluation instrument. This analysis concluded that students perceive the teaching-learning process under the B-Learning model more motivating, more useful and that it meets their expectations in a better way. Finally, the Student's t test is carried out to demonstrate that the analyzed research variables present statistically significant differences.
Index Terms—B-learning, information technology, higher education, educational innovation, professional education.
Antonio Cedillo-Hernandez is with the Tecnologico de Monterrey, School of Engineering and Science, 2501 Eugenio Garza Sreet, Monterrey 64849, NL, Mexico (e-mail: firstname.lastname@example.org).
Lydia Velazquez-Garcia is with the National Polytechnic Institute, CIECAS, Lauro Aguirre 120, Agriculture, Miguel Hidalgo, 11360, CDMX, Mexico (e-mail: email@example.com).
Cite: Antonio Cedillo-Hernandez and Lydia Velazquez-Garcia, "Impact of the b-Learning Model on University Teaching," International Journal of Information and Education Technology vol. 12, no. 5, pp. 378-383, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).