espanolSe describe la incorporacion de un modelo Blended Learning a la asignatura de Estequiometria del programa de Ingenieria Quimica de la Universidad Industrial de Santander, traves de un aula virtual interactiva basada en el software libre Moodle, que integra las bondades de la instruccion presencial con funcionalidades de e-Learning. El modelo se diseno con el proposito de dar una vision general de las operaciones y procesos quimicos, desde los principios de conservacion de la materia. El curso de Estequiometria fue escogido para la implementacion de este modelo, debido a la preocupacion que se ha generado en torno al bajo nivel de comprension del curso por parte de los estudiantes, quienes lo asocian solamente al desarrollo matematico en temas como reactivo limite, conversion, entre otros. Las principales dificultades de comprension que se hallaron durante la fase de exploracion fueron el punto de partida para el diseno del aula virtual y la seleccion de las estrategias pedagogicas pertinentes. Posteriormente, se elaboraron y organizaron los recursos que abordan los contenidos y se crearon las actividades para el seguimiento del proceso de aprendizaje. Una vez terminada el aula virtual, los estudiantes y profesores validaron la herramienta para incorporarla en la asignatura. EnglishThe present work intends to propose the incorporation of a Blended Learning model in the educational processes currently carried out at the Universidad Industrial de Santander using an interactive virtual learning classroom based on free software (Moodle) with the objective of integrate the best of classroom instruction with functionalities of e-learning. For the development of this work was selected the Stoichiometry course, being this subject the pillar on which is based the chemical engineer work. The Stoichiometry course has generated concern for the level of understanding of students, who associate it only to exclusively mathematical development in topics as limiting reactive, conversion, among others. To build this proposal, the main difficulties founds in the students during the exploration phase were taken as a starting point and, based on these, the relevant pedagogical strategies were determined. Subsequently, the materials and resources that address the contents established in the program of the subject were elaborated and organized and created activities corresponding to the monitoring of the learning process. Once the virtual classroom was finished, students and professors validated the tool to incorporate it in the teaching and learning process of stoichiometry.