Comparative Assessment of Chemistry Learning under Remote and Lecture Attendance Conditions for Dentistry Students
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Gloria Gutiérrez-Venegas [1] ; Marisol Rosas-Martínez [1] ; Itzel Juárez-Ramos [1] ; Jhon Helibert-Torres [1] ; Manuel Gutiérrez-Aguilar [1]
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[1] Universidad Nacional Autónoma de México
Universidad Nacional Autónoma de México
México
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 8, 2025, págs. 3317-3323
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Remote teaching and evaluation platforms are increasingly used due to their user-friendliness and relatively inexpensive implementation. Digital teaching platforms including Google Classroom and Moodle are rapidly evolving to provide comprehensive tools for teaching, grading, and learning in several modalities including self-regulated learning, traditional lectures and team-based learning using virtual schoolrooms. However, quantitative comparisons of the effectiveness between remote versus in-person learning are relatively scarce. Here we present the results of comparative general chemistry evaluations applied to students enrolled in a School of Dentistry before and after an Oral Biology course either under remote or lecture attendance learning conditions with the aid of a digital teaching platform. The results indicate topic-dependent improvement rates and suggest that remote learning can be effectively implemented to meet knowledge standards for undergraduate students.
