Abstract:

Introduction:
The pandemic caused by COVID-19 affected educational field at all levels of education. The entire university community had to adapt quickly to the changes. Among them, it is worth noting that at the beginning of the pandemic, universities changed their teaching methodology from face-to-face to fully online. In face-to-face teaching, students come physically to the classroom, whereas in online teaching, monitoring, interaction and even assessment are carried out via the Internet. At the beginning of the academic year 20/21, the universities of the Valencian Community took the decision to adopt the so-called Dual Teaching (in other Communities called Hybrid) as their teaching methodology. This methodology was new to most of the actors in the teaching and learning process. In Dual Teaching the teacher gives a face-to-face class to a percentage of students (determined by the security measures and the capacity of the classrooms) while the rest of the students follow the online session from different locations. In addition, both the students who come to the classroom and those who follow the online sessions are not always the same. In this context, the research questions ask whether the incorporation of Dual Teaching modified the students' use of a self-learning tool considering both the average time, frequency and patterns of use including the exploitation of its utilities.

Method:
The instrument used to answer the research questions is facilitated by the tool itself, as it generates different databases on its use. The sample corresponds to marketing students in their final year of undergraduate studies at a public university.

Results:
The results show an increase in both the number of connections and the time spent using the self-learning tool with Dual Teaching. Specifically, students connected 8% more times and these connections were almost 21% longer in duration. In terms of learning outcomes (in percentage of successes and failures), the data show that there has been no change, i.e. students maintain the same patterns of autonomous learning outcomes with both methodologies (face-to-face vs. dual). Concerning connection times, it should be noted that there has been a marked change. Prior to COVID-19 (teaching was face-to-face in the morning.), students mostly logged on in the afternoon, followed by the morning and almost to a negligible extent in the evening. During the pandemic, with Dual Teaching, there has been a significant shift in the connection time slot. The night time slot now occupies the first position, followed closely by the evening slot, with morning hours occupying the last position (although not in a testimonial way, as was the case with evening hours in face-to-face teaching).

Discussion:
These facts reveal the self-learning tool was used more by students during Dual Teaching than before, with face-to-face teaching.

Keywords:

Self-regulated learning, Independent Study, Undergraduate Students, Marketing, COVID-19, Dual Teaching, Hybrid teaching.