Fused learning in higher education: bridging distance learning and face-to-face assessment

During the COVID-19 pandemic, higher education institutions navigated the integration of distance learning to meet evolving educational needs. This study evaluates 'fused learning', blending distance instruction with face-to-face assessment, compared to traditional methods at the Public University of Navarre. The study involved 112 business administration and 308 engineering students, examining differences in learning outcomes between fused learning and traditional face-to-face approaches. Results indicate that fused learning enhances student engagement and performance in continuous assessments, particularly advantageous in business administration for its flexibility. However, variations in final exam scores suggest potential benefits of face-to-face instruction for high-stakes assessments. In engineering, fused learning consistently demonstrated superior outcomes across continuous assessment and final exams, emphasising its effectiveness in fostering deep understanding and technical proficiency. Face-to-face assessments ensured rigorous evaluation, maintaining academic integrity and offering immediate, personalised feedback crucial in technical disciplines. While highlighting the benefits of fused learning in improving engagement and academic outcomes, the study acknowledges challenges in generalising findings due to contextual factors and evolving educational landscapes post-pandemic. Further research is needed to explore its broader applicability, emphasising robust technological and pedagogical support systems.