Methodological approach to face sudden virtuality: Didactic tools offer and reception by trial and error

Abstract

This work describes the different strategies proposed during the first semester course in first-year university chemistry subjects in the context of the virtual modality imposed by Covid-19 pandemic. The adaptations implemented in order to modify the face-to-face dictation to the virtual modality are detailed, as well as the modifications in the strategies used depending on the reception observed in the student body and its results. The aim was to reflect on the aspects that define the success of these strategies considering the inevitable process of adaptation to university life that all first-year students go through, in addition to the virtual modality  imposed for the 2020 course and its dynamics and implications. In this sense, we concluded that bilateral teacher-student communication and the appropriation of the learning construction process are critical factors in promoting a successful academic path.