Agricultural Engineering is taught in the Faculty of Natural Sciences, National University of Salta (UNSa). The curriculum includes the subject Agricultural Chemistry (QA), in this paper the results of the implementation of a virtual classroom in the academic performance of students in the first year of study are presented. To evaluate the perception of the virtual learning environment Moodle student, a semi-structured survey was applied and the data were compared with the partial and final results of the course. In general, active participation was correlated with academic success, but the final yield was not as good as expected considering the current advantages of information and communication in education. The main conclusion is that the virtual learning environment was used less than projected due to the lack of discipline of students and their lack of time management.
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