Abstract:

The adaptation of the degrees to the new European Higher Education Area (EHEA) represents a significant challenge to the Spanish university since the current learning methodologies must be strongly modified. In this way, non-presential tools must be developed in order to improve students skills related to problem solving, personal autonomy, self-evaluation, work planning and synthesis of information .
The Faculty of Sciences of the University of Alicante is strongly convinced of this need and, for this reason; a collaborative teaching network made-up by a group of professors of first Chemistry course has been created.
The final aim of the network is to develop non-presential materials to offer learning assessment to the professor involved in the Chemistry degree.
Since distance learning refers to the acquisition of knowledge outside of the institutional classroom or laboratory setting, technology may be used to communicate interactively and in real-time with students who are off-campus, and to develop models for distance learning that provide educational opportunities comparable to those offered by conventional lectures. One approach to solving the distance learning is to design virtual problem collections, quizzes, videos, spreadsheets and self-evaluation materials.
In order to evaluate the effectiveness of these approaches, some instruments are developed collecting qualitative data through continuous students and professor feedback.
The implementation of distance learning activities allows the students to complete all the assignments, including laboratories, at home. Moreover, these activities represent models for delivering general chemistry content that provide the flexibility , organization and professor feedback required by distance learning.

Keywords:

non-presential activities, collaborative learning, autonomous work, multimedia.