## 2 Background
Later, in April, REACU published new communication guidelines, to adopt assessment methodologies using the resources available and align them with the quality standards of the European Higher Education Area (EHEA) [38], based on these general criteria:  
* Use of different assessment methods, based on continuous assessment techniques and individual tests;
* They must allow assessing the acquisition of skills and learning outcomes in the subjects;
* Assessment criteria and methods, including the assessment criteria, should have been made public beforehand [37] and included in the teaching guides of the subjects as addenda [39]. With this background, the students' previous learning experiences prove to be significant. They had to shift from a face-to-face method to a completely virtual one. Although currently, most students are knowledgeable about technology (Generation Z) [40], a communication channel was needed to explain the instructions to follow the off-campus teaching method. According to studies based on objective data, such as abandonment rates or the percentage of students who complete studies [41], disciplines related to engineering are challenging and more difficult for students and teachers. The age groups of these students (in these disciplines) have increased; technological development could be an element that essentially defines the characteristics of the labor market [42]. Due to the urgency of the situation, the change (to remote learning) had to be implemented in the middle of the semester, which meant greater efforts by teachers and students. Moreover, there was no planning regarding technological means. Therefore, acquiring other digital skills to address the appropriate educational levels were implementedfrom the onset, which could translate into, according to some authors, the increase of the following three inequalities [43]:  
* Access to electronic devices and internet connection;
* Time of use and the quality of it (sharing device by several family members);
* Teachers and student competencies for the proper use of digital platforms for educational purposes [25]. Many authors see assessment as one of the difficulties that the teaching team encounters; it has become a critical point for online teaching [44]. In this scenario, full of difficulties and challenges, the teachers adapted the content to be taught synchronously and asynchronously and created new content or adapted existing content to a virtual environment. The interaction between students and teachers is the first concern in this new purely digital approach since it is necessary to supplement the advantages that human interaction offers in face-to-face classes [45]. For these reasons, this paper demonstrates--with objective data obtained in off-campus teaching methodologies--that students have successfully acquired the skills. We compare face-to-face teaching from the first and the second academic years, which only had face-to-face teaching. The conclusions and results of this paper will be used to give a voice to the authors who believe virtual teaching will be the next teaching-learning model. According to [PERSON] [46], due to the pandemic and the forced introduction of online classes, Spanish public universities did not have the \"experience factor\" incorporated into their backgrounds. In fact, in percentage terms, only 3.45% of public universities used an off-campus teaching method in the 2018-2019 academic year, compared to 62.54% of private universities [46]. This paper shows the methodology and the marks students achieved in the final assessment after applying the three methodologies in the first academic year of this comparison (2019-2020), and the methodology applied in the following year (2020-2021) in Manufacturing Processes 2 (MP2), to establish a comparison on whether there are significant differences between the first year and the second (for 39 students in the first year and 28 in the second).