Abstract:

The COVID-19 pandemic accelerated the adoption of virtual platforms, yet little is known about how the medium of synchronous interaction shapes learning in flipped classrooms. This study directly compares face-to-face and virtual synchronous instruction, focusing on immediate and long-term learning, memory retention, and student satisfaction. Using a prospective, comparative design, students engaged in one of the two modalities. Knowledge was assessed immediately post-lesson, at course completion, and four months later; surveys captured satisfaction and perceived learning value.

Face-to-face sessions produced significantly stronger immediate retention and higher satisfaction, with students citing live question-and-answer exchanges as key to deepening understanding and learning efficiency. In contrast, no significant differences emerged in final exam performance or four-month retention, indicating that later independent study may offset early advantages.

These findings bring into focus the potential benefits of integrating face-to-face synchronous components within a flipped classroom framework, offering insights for educators seeking to optimize instructional design and student engagement in blended learning environments.

Keywords:

Virtual synchronous learning, teaching modality, knowledge retention, learning satisfaction, instructional design.