Influence of the online teaching model in students’ learning outcome in the Organic Chemistry subjects

Abstract

The study herein presented has been developed using Organic Chemistry subjects belonging to the Chemistry (3 subjects) and the Chemical Engineering Degrees (1 subject) at the University of Alicante. No relevant differences in the subjects have been observed between the number of students of each gender during several academic years. From the investigations herein developed, it can be asserted that in general students do not have a great experience with the newly implemented remote-learning model since they feel that some important competences are not well acquired. In this regard, the students consider that their in person attendance is essential, especially in the laboratory and seminar and problem sessions. Consequently, most of them have chosen fully face-to-face or dual models as a hypothetical situation for the next future. Concerning the subject’s outcome, the analysis reveals that students have obtained equal or superior marks in comparison with those of the pre-pandemic time.