Service-learning and blended learning in building a humanistic and innovative higher education

Abstract

Higher education is facing changes in its teaching and learning methods. This article identified the impact of a teaching strategy based on active learning methodologies in a blended learning setting on the academic performance of Business Management Engineering students. Service-Learning and Project-Based Learning methodology were applied through blended learning. This research used a quantitative, quasi-experimental design approach, measuring the academic performance of participating students using active learning methodologies through blended learning. The results indicated that in group one, the average academic performance was higher in the experimental group than in the control group. This evidenced that by implementing active learning methodologies in a blended learning setting, grade results tend to have less variability. That is, more homogeneous results are obtained.