During the last years, some experimental courses in university education have incorporated interactive webs as teaching tools. Students can learn by means of online activities simulating virtual classrooms besides onsite classes: b-learning modality. In this way, University tries to facilitate and improve the learning processes, adapting to the new environment social and making use of the new knowledge and preferences of the students. However, this methodology gives rise to new disadvantages since it creates a new dependence of the teacher with the capabilities of the software, in our case, Moodle.

In the two last courses, we taught two Physics subjects belonging to the first year of an engineering school using this teaching modality. These subjects were only addressed to course-repeating students. In this work, we analyse the evolution of the virtual didactic units, that is, the set of activities implemented in Moodle to develop by students; and we check the results of these subjects by comparing the notes obtained by the students of these courses with the notes of repeating students in previous courses given by traditional methodology.