Post-pandemic challenges in higher education: learning preferences, performance and dropout in a first-semester chemistry course

Abstract

After the COVID-19 pandemic, new digital resources were maintained together with reinstated in-person activities, leading to a blended learning environment that provides higher education students a variety of learning alternatives. This study provides a detailed analysis of students’ choices among these alternatives and their associations with academic performance and dropout rates within a first-year General Chemistry course at a public, open-enrollment university. The evolution of students’ preferences for a range of learning activities and resources—spanning virtual and in-person formats, as well as active and passive modes—was examined. Both student characteristics and resource attributes were analyzed as potential factors influencing these preferences. Results show that access to virtual resources surged during the crisis and, although it steadily declined afterwards, the most commonly used and valued resources remain those delivered virtually, particularly those closely related to the course content assessed in the final tests. On the other hand, activities involving in-person student–instructor interaction, such as theory lectures or tutoring sessions are less valued than watching selected parts of the corresponding recorded videos or using the electronic forum, respectively. Materials focusing on content not directly assessed in tests are also perceived as less useful. Overall, results indicate a shift towards more self-paced, time-saving learning. However, in-person tutoring sessions attendance correlates with better final marks, while over-reliance on the electronic forum may signal academic struggles leading to lower performance and dropout. These findings emphasize the need to balance time-saving virtual learning with in-person support.