The COVID-19 global disruption and lockdowns affected every aspect of our daily life, and academia was not the exception. Herein we aim to analyze the effects of the Spanish two-month lockdown on a methodology that counts on a substantial amount of hands-on activities. We inquired how the lack of teamwork and hands-on activities might influence students' motivation and long-term learning. We compared the data from several outcomes collected in two consecutive academic years to accomplish our goal. The first year was a regular pre-COVID-19 course, and the subsequent one included the burst of COVID-19. The results suggest a correlation between the lack of hands-on activities and a less effective knowledge acquisition. The limitations to create tangible products and the lack of proper teamwork also diminished students' attendance and participation in a virtual environment. We were able to propose some potential solutions to keep going on the hands-on projects under another lockdown. These solutions mainly rely on managing role assignments, distributing materials, using remote teamwork tools, short instructional videos, and synchronous online teaching in an attractive lecturing environment. © 2021 IEEE.
Active learning methodologies in STEM degrees jeopardized by COVID19