Incidence of online teaching on face-to-face teaching after the confinement by COVID19

There have been numerous publications on the challenges, difficulties and solutions that the transition from face-to-face to online teaching has entailed due to COVID19, but fewer address the consequences of returning to the classroom. The objective of this work is to analyze if online teaching has had some consequences in the return to face-to-face. To do this, we analyze the academic results and perceptions of four classes of students in a subject in the Primary Education Degree: the one that received online teaching, the one immediately before it, and the two after it. The results show that both the academic performance and the assessment of the subject are worse in the first face-to-face promotion after online teaching, which allows us to affirm that this has led to study guidelines that have harmed the return to face-to-face teaching in the campuses not used to distance learning.