During the pandemic and the forced implementation of online education, there was an imminent need to renew teaching practices. Virtuality challenged the methodologies used and the learning assessment systems, since it was not enough to transfer the face-to-face class to a remote synchronous system. Because of this limitation, the mathematics area of the Faculty of Engineering and Sciences of the Adolfo Ibáñez University (Chile) proposed a renovation in the Integral Calculus course for an engineering career focused on active and student-centered learning, whose main objective was to determine if there was a substantial change in the students’ performance and the perception of learning generated through active learning. At the methodological level, the analysis was divided into two stages. First, we analyzed student performance during the years 2020, 2021, and 2022 to determine whether there were significant differences in the performance applied in the evaluation of the final project of the course. Second, we applied a survey to determine students’ perception of the project-based methodology, both online and on-site, for the same cohorts as in the previous study. The results show that over the years, students have become increasingly exhausted from online classes with negative effects on the learning process. However, learning methodologies are widely valued for providing skills, despite the negative aspects of virtuality.