Tuning Jou nal o Highe Educa ion
© Uni e si y o Deus o • p-ISSN: 2340-8170 • e-ISSN: 2386-3137 • Volume 11, Issue No. 1, No embe 2023,
h p://www. uningjou nal.o g/
Tuning Jou nal
o Highe Educa ion
Volume 11, Issue No. 1, No embe 2023
DOI: h ps://doi.o g/10.18543/ jhe1112023
Educa ional Jou neys in imes o unce ain y:
Wea he ing he s o ms
ARTICLES
Teaching in a COVID-19 pandemic: pe cep ions and
p ac ices o uni e si y acul y in Spain
Lucía Sánchez-Ta azaga, Aida Sanahuja, Ca la Colome , and
Reina Fe ández-Be ueco
doi: h ps://doi.o g/10.18543/ jhe.2385
Recei ed: 15 Ma ch 2022
Accep ed: 24 July 2023
E-published: No embe 2023
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© Uni e si y o Deus o • p-ISSN: 2340-8170 • e-ISSN: 2386-3137 • Volume 11, Issue No. 1, No embe 2023, 267-294 •
h p://www. uningjou nal.o g/
Teaching in a COVID-19 pandemic: pe cep ions and
p ac ices o uni e si y acul y in Spain
Lucía Sánchez-Ta azaga, Aida Sanahuja, Ca la Colome , and
Reina Fe ández-Be ueco*
doi: h ps://doi.o g/10.18543/ jhe.2385
Recei ed: 15 Ma ch 2022
Accep ed: 24 July 2023
E-published: No embe 2023
Abs ac : The ull impac o he COVID-19 c isis on highe educa ion emains
unclea , wi h some opics s ill unde - esea ched. This esea ch explo es he challenges
aced by Spanish academics du ing eme gency emo e eaching and is a pionee ing
s udy in his con ex due o he numbe o pa icipa ing uni e si ies and a ie y o
p o iles o uni e si y acul y. Th ee ocus g oups we e conduc ed o gain a deepe
unde s anding on wo dimensions: academic (me hodology, ma e ials, assessmen ,
wo kload and ins i u ional esponse) and pe sonal (socio-emo ional dimension,
* Lucía Sánchez-Ta azaga (co esponding au ho , [email p o ec ed]), PhD, is P o esso a
he Uni e si a Jaume I, Spain, in he Depa men o Pedagogy and Didac ics o Social
Sciences, Language and Li e a u e. She coo dina es he esea ch g oup IDOCE (Inno a ion,
De elopmen and Compe ences in Educa ion).
Aida Sanahuja ([email p o ec ed]), PhD, is P o esso in he Depa men o Pedagogy and
Didac ics o Social Sciences, Language and Li e a u e, Uni e si a Jaume I, Spain. She is a
membe o he Educa ional Imp o emen and C i ical Ci izenship Resea ch G oup (MEICRI)
and collabo a es wi h he Labo a oi e In e na ional su l’inclusion scolai e (LISIS).
Ca la Colome ([email p o ec ed]), PhD in Psychology. She was an Associa e
p o esso a Uni e si a Jaume I o Cas ellón (Spain) when he esea ch was conduc ed. She has
augh in Psychology, Pedagogy, Psychopedagogy Deg ees. He ecen esea ch in e es s
include highe educa ion policy, eaching and lea ning.
Reina Fe ández-Be ueco ([email p o ec ed]), PhD, is Associa e P o esso o Resea ch
Me hods and Assessmen in Educa ion a Jaume I Uni e si y I, Spain. She was he di ec o o
he Depa men o Pedagogy and Didac ics o Social Sciences, Language and Li e a u e and
eaches in di e en modules ela ed o inno a ion, quali y and pe o mance indica o s.
Mo e in o ma ion abou he au ho s is a ailable a he end o his a icle.
Acknowledgemen s: This wo k was suppo ed by he Uni e si y Jaume I, in he R+D
p ojec abou acul y eache p o essional de elopmen a uni e si y, unde G an Re e ence:
UJI-A-2020-18. IP1: F ancesc M. Es e e-Mon IP2: Lucía Sánchez-Ta azaga.
Disclosu e s a emen : No po en ial con lic o in e es s was epo ed by he au ho s.
Teaching in a COVID-19 pandemic Sánchez-Ta azaga, Sanahuja, Colome , and Fe ández-Be ueco
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wo k–li e balance and lea nings). The main indings e ealed he ex ensi e adap a ion
o uni e si y acul y o he new si ua ion and collec ed a se ies o eaching s a egies.
The conclusions e lec on he ole ha uni e si ies should play in he coming yea s,
no only in he Spanish con ex bu also a an in e na ional le el. Mos impo an ly,
ou indings can be aken in o conside a ion o u he esea ch and eache educa ion
policy in highe educa ion.
Keywo ds: Highe educa ion; quali a i e esea ch; eaching p ac ice; uni e si y
acul y; COVID-19 pandemic.
I. In oduc ion
In Ma ch 2020, he Wo ld Heal h O ganisa ion decla ed COVID-19 a
global pandemic. A he end o academic yea 2019/2020 (in Spain), he
pandemic o ced physical closu es o uni e si ies and o he highe educa ional
ins i u ions, esul ing in he sudden mig a ion o he eaching–lea ning
p ocess o online pla o ms in Spain and he es o he wo ld o ensu e
con inui y o educa ion. On Ma ch 14, 2020, he Spanish Go e nmen
cancelled in-pe son eaching a all educa ional ins i u ions, including
uni e si ies (Royal Dec ee o 14 Ma ch, 2020), and in oduced hyb id o
blended lea ning o he 2020/2021 academic yea .1
These u gen and unexpec ed changes came wi h unp eceden ed
challenges o highe educa ion ins i u ions, eaching s a and s uden s, he
mos isible impac alling on eaching–lea ning p ocesses.2,3,4 Uni e si ies
had o imp o ise aining, in as uc u al and echnical suppo o acul y
and s uden s, con on p oblems ela ing o he echnology and ools a ailable
o online classes, and ocus on ensu ing equi y o pa icipa ion. S uden s
aced an inc eased wo kload, a dec ease in hei academic pe o mance,
di icul ies accessing online ools and he in e ne , and an impac on hei
1 C is ina Pulido-Mon es and San iago Mengual And és, “The eaching modali ies in he
new no mal o he 2020-21 academic yea in Spanish public uni e si ies,” In e na ional
Jou nal o Educa ional Resea ch and Inno a ion (IJERI) 15 (2021): 277, h ps://doi.
o g/10.46661/ije i.5291.
2 Thomas Fa nell, Ana Skleda Ma ije ic, and Ninosla Šcukanec Schmid , The impac o
COVID-19 on highe educa ion: A e iew o eme ging e idence. NESET epo (Luxembou g:
Publica ions O ice o he Eu opean Union, 2021), 6, h ps://doi.o g/10.2766/069216.
3 Anca G ee e, “Shaping P oac i e Highe Educa ion: Pandemic Resea ch and I s Value
o Fu u e-P oo ing,” Tuning Jou nal o Highe Educa ion 9, no. 1(2021): 202, h ps://doi.
o g/10.18543/ jhe-9(1)-2021pp201-206.
4 IESALC, UNESCO, “COVID-19 y educación supe io : De los e ec os inmedia os al día
después,” (2020), 9, h ps://www.iesalc.unesco.o g/wp-con en /uploads/2020/05/COVID-19-
ES-130520.pd .
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psychological and emo ional well-being. Facul y had o mo e cou ses
online, imp o ising quick solu ions wi hou p ope planning.5,6
The e m used o desc ibe his ansi ion is ‘eme gency emo e eaching’,7
which is di e en om planned and p epa ed online ins uc ion. As a
consequence o he COVID-19 pandemic, eaching s a had been asked o
shi o his al e na i e deli e y mode in has e wi h minimum esou ces and
in some cases wi h li le knowledge. In ac , some au ho s sus ain ha i is no
enough o simply mo e cou ses o online pla o ms and equa e online
educa ion wi h online eaching.8 In his con ex , se e al s udies ha e analysed
he academic and pe sonal challenges o eme gency emo e eaching o
acul y.
On he academic dimension, s udies epo ed challenges wi h digi al
ans o ma ion and he lack o pedagogical aining9 o he need o adap
assessmen .7,10,11 The digi al ans o ma ion challenges ook he o m o
digi al compe ence, accessibili y issues, in e up ions by amily membe s o
pe s, hea y wo kload o compa ibili y wi h hands-on p ac ical disciplines.
No all acul y membe s we e eady o deli e high-quali y ins uc ion
emo ely, ye hey we e equi ed o each hei cou ses, ans o ming hei
cou se con en in a ew days o weeks. Mo eo e , wi h li le knowledge o
how o p o ide i ual ins uc ion, acul y aced he p oblem o designing he
5 Olasile Baba unde Adedoyin and Soykan Em ah, “Co id-19 pandemic and online
lea ning: he challenges and oppo uni ies,” In e ac i e Lea ning En i onmen s: (2020):4,
h ps://doi.o g/10.1080/10494820.2020.1813180.
6 Ch ysi Rapan a e al., “Online uni e si y eaching du ing and a e he Co id-19 c isis:
Re ocusing eache p esence and lea ning ac i i y,” Pos digi al Science and Educa ion 2, no.3
(2020): 924, h ps://doi.o g/10.1007/s42438-020-00155-y.
7 Cha les Hodges e al., “The di e ence be ween eme gency emo e eaching and online
lea ning,” Educause e iew 27, no.1(2020): 1, h ps://e .educause.edu/a icles/2020/3/ he-
di e ence-be ween-eme gency- emo e- eaching-and-online-lea ning.
8 Bin Yang and Huang Cheng, “Tu n c isis in o oppo uni y in esponse o COVID-19:
expe ience om a Chinese Uni e si y and u u e p ospec s,” S udies in Highe Educa ion 46,
no. 1(2021): 125, h ps://doi.o g/10.1080/03075079.2020.1859687.
9 Olasile Baba unde Adedoyin and Soykan Em ah, “Co id-19 pandemic and online
lea ning: he challenges and oppo uni ies,” In e ac i e Lea ning En i onmen s: (2020):4,
h ps://doi.o g/10.1080/10494820.2020.1813180.
10 Jose Ma ia del Cas illo Oli a es and An onio del Cas illo Oli a es, “The impac o
CoVId-19 on highe educa ion eache s and i s concep ions on assessmen ,” Campus i uales
10, no.1(2021): 90, h p://hdl.handle.ne /10272/19339.
11 Ramona Maile Cu i, Juanjo Mena, and E in Feinaue Whi ing, “Facul y eadiness o
online c isis eaching: ansi ioning o online eaching du ing he COVID-19 pandemic,”
Eu opean Jou nal o Teache Educa ion 43, no.4 (2020): 523, h ps://doi.o g/10.1080/026197
68.2020.1815702.
Teaching in a COVID-19 pandemic Sánchez-Ta azaga, Sanahuja, Colome , and Fe ández-Be ueco
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doi: h ps://doi.o g/10.18543/ jhe.2385 • h p://www. uningjou nal.o g/
bes condi ions in which hei s uden s could lea n, ha ing o adap hei
me hodology and ma e ials o online o ma s. Finally, ano he signi ican
challenge o acul y was he need o adap assessmen o he new lea ning
equi emen , while s uggling wi h equi y issues, as well as de elop
al e na i e assessmen app oaches o p e en chea ing and plagia ism.
On he pe sonal dimension, s udies show ha eaching s a aced an
inc eased wo kload, oge he wi h hei own new amily obliga ions (i.e.,
home-schooling hei child en), which hinde ed hei wo k–li e balance and
impac ed on hei le els o s ess and anxie y.12,13 Howe e , he e a e
di e ences in how acul y expe ienced and handled online eaching and
lea ning. Mo i a ional ac o s, such as achie emen goals, played an
impo an ole.14 While on he one hand he ansi ion o online eaching was
a challenge o some eache s who s uggled o cope wi h keeping up he
equi ed eaching p ac ices, on he o he , i p o ided an oppo uni y, and
some managed o cope well. In ac , om he acul y pe spec i e, he e we e
ce ain oppo uni ies o ad an ages: a mo e lexible schedule, he capaci y o
be s imula ing and inclusi e, and he bene i s o b inging eache s in o
pa ne ship wi h hei s uden s.
Se e al s udies ha e been conduc ed in he Spanish con ex and e o s
ha e been made o examine he iews o uni e si y acul y. The main
di icul ies aced by Spanish eache s we e hei pe cep ions o hei
inexpe ience in eaching in he new i ual scena io, and he physical and
psychological o e load.15 Facul y pe cei ed a wo sening o bo h didac ic
communica ion and eache –s uden social communica ion du ing dis ance
lea ning compa ed o in-pe son educa ion.16 The main disad an ages poin ed
12 Felice J. Le ine e al., Voices om he Field: The Impac o COVID-19 on Ea ly Ca ee
Schola s and Doc o al S uden s [Focus g oup s udy epo ] (Ame ican Educa ional Resea ch
Associa ion; Spence Founda ion, 2021):7, h ps://doi.o g/10.3102/ae a20211.
13 Naia a Ozamiz-E xeba ia e al., “Es ado emocional del p o eso ado de colegios y
uni e sidades en el no e de España an e la COVID-19,” Re is a Española de Salud Pública
95, no.1 (2021): 2, h ps://www.sanidad.gob.es/biblioPublic/publicaciones/ ecu sos_p opios/
esp/ e is a_cd om/VOL95/O_BREVES/RS95C_202102030.pd .
14 Ma in Daumille e al., “Shi ing om ace- o- ace o online eaching du ing COVID-19:
The ole o uni e si y acul y achie emen goals o a i udes owa ds his sudden change, and
hei ele ance o bu nou /engagemen and s uden e alua ions o eaching quali y,” Compu e s
in Human Beha io 118 (2021): 1, h ps://doi.o g/10.1016/j.chb.2020.106677.
15 Miguel Ángel Fe nández Jiménez, Es he Mena Rod íguez, and Ma ía Inmaculada
Jiménez Pe ona, “T ans o mación de la Uni e sidad pública como consecuencia del COVID19.
Pe spec i a del p o eso ado a a és del mé odo Delphi,” Re is a Complu ense de Educación
32, no. 3 (2021): 443, h ps://doi.o g/10.5209/ ced.70477.
16 Ma ía Jesús Fe nández To es, Rocío Chamizo Sánchez, and Rocío Sánchez Villa ubia,
“Uni e sidad y pandemia: la comunicación en la educación a dis ancia,” Ámbi os. Re is a

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ou by eaching s a we e he lack o s uden mo i a ion and he di icul y in
in ol ing he s uden s and connec ing emo ionally wi h hem. O he s udies
epo ha Spanish eache s made he mos adap a ions du ing lockdown by
inco po a ing echnological pla o ms and esou ces used a less in hei
p e ious eaching en i onmen .17 These s udies also a gue ha in o ma ion
should be iangula ed h ough quali a i e me hodologies o a deepe
unde s anding o he phenomenon a Spanish uni e si ies.
Howe e , he ull impac o he COVID-19 pandemic on highe educa ion
emains unclea , wi h some opics s ill unde - esea ched,18 especially in he
Spanish con ex . In a p e ious s udy by he au ho s, Spanish highe educa ion
s uden s a ed he expe ience o eme gency emo e eaching as nega i e,
mainly due o he academic dimension. This s udy ex ends hese esul s o he
eaching s a ’s poin o iew, ga he ing in o ma ion abou schola s’
expe iences du ing he pandemic h ough a ocus g oup me hodology. Ou
main objec i e is o explo e he challenges and eac ions aced by Spanish
academics du ing eme gency emo e eaching and la e on, in he discussion
sec ion, o iangula e hese esul s o he answe s p o ided by s uden s.
II. Ma e ials and me hods
II.1. S udy design
The global esea ch esponds o a me hodological combina ion, whe eby
he quan i a i e da a we e a subsidia y o he quali a i e in o ma ion,19
de eloped in h ee pa s. The i s was a quan i a i e app oach o Spanish
uni e si y s uden s’ pe cep ions and academic expe ience in lockdown.20
This quan i a i e app oach allowed us o cla i y and o ganise hese
expe iences in o de o de elop he second pa in which we del ed deepe
In e nacional de Comunicación 52, (2021): 170, h ps://doi.o g/10.12795/Ambi os.2021.
i52.10.
17 Ma ia Penado Abillei a e al., “Technos ess in Spanish Uni e si y Teache s Du ing he
COVID-19 Pandemic,”F on ie s in Psychology 12 (2021):9, h ps://doi.o g/10.3389/
psyg.2021.617650.
18 UNESCO, COVID-19: eopening and eimagining uni e si ies, su ey on highe
educa ion h ough he UNESCO Na ional Commissions (2021):28, h ps://unesdoc.unesco.o g/
a k:/48223/p 0000378174.
19 Edua do Be ica , La in eg ación de los mé odos cuan i a i o y cuali a i o en
in es igación social (Ba celona: A iel, 1998), 39.
20 Reina Fe ández-Be ueco and Pa icia A oyo. “Pe cepción del alumnado uni e si a io
sob e su expe iencia educa i a en iempos de pandemia,” in In es igacions ans e sals i
in eg ado es en Ciències Humanes i Socials, ed. Ma ía Palla és-Renau e al. (Cas ellón:
Publicacions de la Uni e si a Jaume I, 2022), 29-45.
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in o he s uden s’ commen s, conduc ing a quali a i e induc i e con en
analysis.21,22 The p esen s udy in oduces he hi d pa o he esea ch
h ough a iangula ion me hodology.23 Thus, we in eg a e he pe spec i e o
Spanish uni e si y lec u e s by means o se e al ocus g oups, o gain a
deepe unde s anding o his opic. Focus g oups ha e become inc easingly
popula wi hin quali a i e esea ch in he social sciences24 as an app oach o
explo ing and unde s anding he meaning indi iduals o g oups asc ibe o a
social p oblem.25 This me hodological app oach can also be conside ed an
app oxima ion o he cha ac e is ic o in e nal alidi y, as i in ol es
con as ing in o ma ion and p o iding g ea e dep h o he esea ch.26
II.2. Pa icipan s
Twen y uni e si y lec u e s pa icipa ed in esea ch om i e Spanish
uni e si ies ( o p o ec each pa icipan ’s iden i y, hei names a e no
included in he sample desc ip ion).27 A non-p obabilis ic in en ional
sampling o academic s a was used,28 wi h a g oup size anging om six o
en lec u e s,29 aiming o balance be ween he di e en p o essional ca ego ies
and a eas o knowledge.30 The inclusion c i e ia o pa icipan selec ion
we e 1) eaching du ing he uni e si y lockdown in Spain (Ma ch–July
21 Reina Fe ández-Be ueco e al., “Bolonia y la COVID-19. E idencias sob e la
au onomía del es udian ado,” Re is a de Docencia Uni e si a ia (REDU) 20, no 1 (2022): 91-
107, h ps://doi.o g/10.4995/ edu.2022.16848.
22 Reina Fe ández-Be ueco e al., “Uni e sidad en iempo de pandemia. Expe iencia de
es udian es uni e si a ios en España,” U opía y p axis la inoame icana: e is a in e nacional
de iloso ía ibe oame icana y eo ía social, 27, no 96 (2022): 1-23, h p://doi.o g/10.5281/
zenodo.5790264.
23 Uwe Flick, Doing T iangula ion and Mixed Me hods (London: Sage, 2018), 13, h ps://
dx.doi.o g/10.4135/9781529716634.
24 Julius Sim and Jackie Wa e ield, “Focus g oup me hodology: some e hical challenges,”
Qual Quan 53 (2019): 3004, h ps://doi.o g/10.1007/s11135-019-00914-5.
25 John W. C eswell, Resea ch Design. Quali a i e & Quan i a i e App oaches (USA:
Sage Publica ions, 2009), 32.
26 Louis Cohen and Law ence Manion, Mé odos de in es igación educa i a. (Mad id: La
Mu alla, 2002), 450.
27 Anne Ryen, “Resea ch e hics and quali a i e esea ch,” in Quali a i e Resea ch, edi ed
by Da id Sil e man (Los Angeles: Sage Publica ions, 2016), 32.
28 G aham Kal on, In oduc ion o su ey sampling. (Cali o nia: Sage Publica ions,
1983): 90.
29 Da id L. Mo gan, Focus g oups as quali a i e esea ch. (Cali o nia: Sage Publica ions,
1988):42.
30 Linda Cos igan Lede man, “Assessing Educa ional e ec i eness: he ocus g oup
in e iew as a echnique o da a collec ion,” Communica ion Educa ion, 39, no.2 (1990): 121.
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2020), 2) belonging o an on-si e public uni e si y and 3) eaching on
unde g adua e and mas e ’s deg ee cou ses.
We conduc ed h ee ocus g oups wi h a o al o 20 acul y membe s.
Each ocus consis ed o six o eigh acul y eache s om he Basque
Coun y, Valencia, Andalusia and Ca alonia. The pa icipa ing eache s
had an a e age o 14.7 (SD=8.2) yea s’ eaching expe ience and included
12 emale (60%) and 8 male lec u e s (40%). Rega ding p o essional
ank, he g oup was composed o 8 ea ly-ca ee acul y (up o 10 yea s’
eaching expe ience), 7 mid-ca ee (up o 20 yea s) and 5 la e -ca ee
(mo e han 20 yea s) eache s, encompassing he 5 uni e si y domains: 3
om A s and Humani ies, 7 om Social Sciences and Law, 7 om
Enginee ing and A chi ec u e, 2 om Heal h and 1 om he Sciences31
(see Table 1).
Table 1
Pa icipan s in he ocus g oup
Code Rank A ea Gende Uni e si y Loca ion Focus
G oup
P1 Lec u e Pedagogy Male Euskal He iko
Unibe si a ea
Basque
Coun y 1
P2 Lec u e Enginee ing Female
Uni e sidad
Poli écnica
de Valencia
Valencia 1
P3 Senio
lec u e Pedagogy Female Uni e si a
de València Valencia 1
P4 P o esso Communica ion Female Uni e si a
Jaume I Cas ellón 1
P5 Senio
lec u e Chemis y Female Uni e si a
Jaume I Cas ellón 1
P6 Associa e
lec u e IT Female Uni e si a
de València Valencia 1
P7 Lec u e Heal h Male Uni e si a
Jaume I Cas ellón 2
P8 Lec u e Heal h Female Uni e si a
Jaume I Cas ellón 2
31 Spanish Royal Dec ee RD1393/2007.
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Code Rank A ea Gende Uni e si y Loca ion Focus
G oup
P9 Associa e
lec u e IT Male Uni e si a
de València Valencia 2
P10 Senio
lec u e Enginee ing Female Uni e si a
Jaume I Cas ellón 2
P11 Lec u e T ansla ion and
in e p e ing Female Uni e si a
Jaume I Cas ellón 2
P12 Lec u e Economy Male Uni e si a
de València Valencia 2
P13 P o esso Pedagogy Male Uni e sidad
de Có doba Andalusia 3
P14 P o esso Communica ion Female Uni e si a
Jaume I Cas ellón 3
P15 Senio
lec u e Enginee ing Male Uni e si a
Jaume I Cas ellón 3
P16 Lec u e Enginee ing Female Uni e si a
Jaume I Cas ellón 3
P17 Lec u e English
Language Male Uni e si a
Jaume I Cas ellón 3
P18 Senio
lec u e
F ench
Language Female Uni e si a
Jaume I Cas ellón 3
P19 P o esso Law Female Uni e si a
Jaume I Cas ellón 3
P20 Senio
lec u e IT Male Uni e si a
Jaume I Cas ellón 3
II.3. Da a collec ion and analysis
Focus g oups we e held ia Google Mee in May 2021 o comply wi h
public heal h es ic ions due o he COVID-19 pandemic. The ques ions
included ela ed o he ca ego ies eme ging om a p e ious s udy wi h he
s uden s32 (see he ull ins umen in Annex 1):
32 Reina Fe ández-Be ueco e al., “Uni e sidad en iempo de pandemia. Expe iencia de
es udian es uni e si a ios en España,” U opía y p axis la inoame icana: e is a in e nacional
de iloso ía ibe oame icana y eo ía social 27, no 96 (2022): 1-23, h p://doi.o g/10.5281/
zenodo.5790264.
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We elimina ed con en . [...] S uden s ecei ed an assignmen ha hey had
a week o do. Though i was longe , we didn’ obse e any big di e ences.
Those who didn’ know how o do a dubbing sc ip didn’ hand i in. The
ques ionnai es we e synch onous […]. The ins umen s we e a ied and he
deadlines we e made mo e lexible [FG2_P11].
The exam pa was a poin o app ehension o s uden s and eache s
alike: ‘We had o do mock exams be o ehand o educe hei s ess le el’
[FG3_P14]. The i ual class oom was used o he i ual exams.
The i ual class oom su p ised me by how obus i is. We had no p oblem
wi h 300 s uden s aking he exam–nobody’s connec ion c ashed. The s uden s
we e e y wo ied, so we old hem ha i anybody had p oblems, hey would
ake an o al exam. We we e able o coun on he uni e si y’s esou ces. The
inal pass a e was he same as in o he yea s [FG2_P10].
The uni e si y eache s we e wo ied abou s uden s copying du ing he
exam. ‘O he ypes o ques ions we e asked whe e s uden s had o e lec
a he han memo ise’ [FG2_P8]. O he eache s wen s aigh o an o al
exam: ‘I was an o al exam. We adap ed i so ha hey could no copy’
[FG3_P19].
III.1.3. Wo kload
The wo kload (11%) in ensi ied o eache s: ‘In ense expe ience and
long wo king hou s’ [GF1_P4]. ‘The eache ’s wo k ipled. P epa a ion,
co ec ion, eedback and scheduling o i ual class ooms (quizzes!), e c. [...]
I hink we mus ake no e o eaching s a bu nou . Despi e he sa is ac ion,
bu nou was b u al’ [GF3_P14].
One pa icipan , who held he posi ion o ex e nal placemen s coo dina o ,
s a es ha ‘The hea y load was he ex e nal placemen s. Con ac ing all he
companies, who can o can’ do he in e nship online’ [GF1_P4].
As a esul o all o he abo e, esea ch came o a s ands ill: ‘Resea ch
has been pu on hold and is ha ing a ha d ime ge ing s a ed’ [GF1_P3]. ‘I
became a eache a he han a esea che and he p ice was aking ime away
om esea ch’ [GF1_P6].
In addi ion, eache s ied no o o e load s uden s. ‘We ied no o o e load
hem, al hough he s uden s belie ed hey we e o e loaded’ [FG2_P7].
III.1.4. Ins i u ional esponse and aining
In ela ion o ins i u ional esponse and aining (10.6%), opinions a e
a ied. One g oup o pa icipan s exp essed hei sa is ac ion wi h he

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ins i u ional esponse: ‘A ins i u ional le el, Uni e si y N (omi ed) was
e y good– as ’ [GF1_P1]. ‘In ou case he uni e si y’s esponse was e y
good. They sugges ed we use Teams and hey p og ammed e e y hing. They
ga e us a guide wi h basic ins uc ions’ [FG1_P2]. Howe e , o he eache s
exp essed hei dissa is ac ion: ‘I am no happy wi h he esponse om
Uni e si y N’ [GF1_P3]. ‘I am c i ical o he ins i u ion–mo e could ha e
been done’ [GF2_P8].
The ins uc ion was o ake ca e o he s uden s. Bu who akes ca e o me?
I am also pa o he ins i u ion; he s uden lea es and I s ay. Why do we
ha e o make i easie o he s uden s? Who helps me? Who p epa ed me?
I had a nega i e expe ience [GF3_P13].
One pa icipan s a ed ha he esponses om he ins i u ion we e
slowe : ‘We we e ahead o ins i u ional ins uc ions. Ins i u ional esponses
a e slowe ’ [GF3_P14].
Ano he in o man desc ibed he p oblems in communica ing ins uc ions:
‘A he cen e’s boa d mee ings, hey old us one hing and hen he
go e nmen changed i . The uni e si y didn’ know how o communica e.
The e we e delays’ [GF3_P20].
Fo he eache s who held managemen posi ions, his si ua ion
gene a ed conce n and unce ain y: ‘I was a s opgap solu ion. E e y day
some hing di e en came om abo e. I didn’ know wha o ell he
eache s and he ice-dean didn’ know wha o ell me’ [GF3_P17]. ‘A
complex pa was coo dina ing and ending unce ain ies. As a deg ee
p og amme di ec o , i was a bi us a ing. The guidelines had changed o
he e we e none. […] I didn’ know wha o ell hem; I didn’ know how o
do i ’ [GF3_P15].
In addi ion, eaching s a epo ed an o e load o bu eauc a ic wo k: ‘A
lo o wo k managing addenda o he syllabus’ [GF3_P13].
Wi h ega d o he aining o e ed by he uni e si ies, some eaching
s a say ha i came oo la e: ‘The uni e si y de ised a de ailed ac ion plan;
hey made changes and modi ica ions. T aining plans a e necessa y’ [GF2_
P9]. ‘[…] aining: he uni e si y made an e o . I c ea ed web pages o
guidance, manuals and so on, bu he communica ion o all ha was
complex–a web page wi h a lo o in o ma ion. Tha esponse was e y
success ul’ [GF3_P15].
One pa icipan highligh s he use o i ual class oom o ums o eache
suppo : ‘The i ual class oom o um was e y good o me: we had suppo ;
we could ask ques ions’ [GF2_P15].
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III.2. Pe sonal dimension
III.2.1. Socio-emo ional wo k wi h s uden s
Teaching in lockdown b ough ou he mo e human side o he eaching
s a and he need o p o ide socio-emo ional suppo o s uden s (6.2%):
‘The e we e people who had a ha d ime, and we we e suppo i e and
a en i e. [...]. I was ha d, bu in e es ing. We lea ned a lo o hings abou
ou sel es as well’ [GF1_P3]. ‘I el like I was ac ing as a psychologis wi h
he s uden s, sending emails, u o ing, cha ing a bi wi h hem. I was ac ing
as a psychologis . I don’ know how o do ha ’ [GF1_P4].
To go back o ou o igins, o go back o ou sel es, o hink abou ou sel es,
ou people, ou amily, ou suppo . I was an oppo uni y o ind ou sel es
again, e en hough we we e su e ing– o mee people. We a e ein en ing
ou sel es in a esilien way [GF3_P13].
Some pa icipan s explain ha in he i s ew minu es o class hey ook
he oppo uni y o ask he s uden s how hey el o how hey we e eeling:
‘Those 2–3 minu es be o ehand, when hey we e connec ing ( o he online
pla o m), I would ask hem how hey we e, is e e y hing OK?’ [FG3_P18].
III.2.2. Wo k–li e balance
Wo k–li e balance (5.9%) was ano he o he opics discussed wi h
uni e si y eaching s a . The si ua ions and expe iences o he pa icipan s in
his s udy a ied widely: ‘On a pe sonal le el, I had i easy; I li e wi h a ca .
I can’ imagine wha i ’s like o people who ha e gone h ough his wi h
child en a home’ [FG2_P10]. ‘I was unexpec ed. I couldn’ conside
making big changes. I had a child and I had o ake u ns wi h my pa ne . I
wo ked a e hou s, mos days’ [FG2_P11].
A e y ab up change in he way I wo ked. On a human le el I lea ned a lo .
A home we we e h ee adul s wo king wi h he compu e . I saw my son o
my pa ne in a di e en ole, a p o essional ole. [...] I lea ned ha we ha e
o ake ca e o ou sel es–many hou s o e y high sa u a ion [FG1_P1].
A eache desc ibes he lack o empa hy on he pa o some s uden s.
‘We we e su e ing he same as hem’ [FG3_P13].
III.2.3. Lea nings
The las cons uc e e s o lea ning (12.1%). No only did academic s a
lea n wha has al eady been ou lined in he academic dimension abou hei
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eaching p ac ice and mos ly linked o digi al compe ence, hey also lea ned on
a pe sonal le el: ‘We ha e imp o ed ou skills and also ou eaching; he e a e
many ways o connec wi h s uden s online and in pe son’ [FG3_P16].
You can lea n e en om ad e si y. F om all his no e y posi i e pandemic,
you can lea n aspec s, human aspec s. You ge he good and he bad om
each o us. […] We ha e seen ou colleagues in heal hca e, and he physical
and psychological oll i has aken on hem [FG2_P8].
Teache s ha e also lea ned o manage ailu e o us a ion and o
ein en hemsel es: ‘Failu e managemen . I ha e an ac i i y in mind and i
ails. I look o a plan B, C o e en a D. [...] I ake his managemen o ailu e
wi h me, adap ing o he en i onmen , edi ec ing he ci cums ances’ [FG3_
P18].
The pa icipan s eel ha his si ua ion has s eng hened hem bo h
p o essionally and pe sonally: ‘We a e be e eache s’ [FG1_P5]. I has
b ough o ligh hei eaching oca ion: ‘Lockdown has shown us he deg ee
o oca ion we ha e o eaching and o being a eache ’ [FG1_P1]. And
hei goodwill: ‘I wen well hanks o he goodwill and p o essional e hics o
mos o he eache s’ [FG2_P10].
IV. Conclusions and discussion
The unexpec ed changes in he eaching p ocess p o oked by lockdown
came wi h unp eceden ed challenges o highe educa ion. This aises many
ques ions abou how he uni e si y communi y has expe ienced he si ua ion.
One o he main con ibu ions o his esea ch is o p o ide e idence on
uni e si y educa ion du ing he COVID-19 pandemic. We ha e explo ed he
challenges and eac ions aced by Spanish uni e si y lec u e s du ing
lockdown and ha e iangula ed hem o he s uden s poin o iew. P e ious
esea ch in he Spanish uni e si y con ex epo ed his opic as unde -
esea ched, especially om he pe spec i e o quali a i e app oaches35. Fo
his eason, we chose he ocus g oup me hodology, which allows pa icipan s
o discuss pe cep ions, opinions and hough s.36 Da a collec ion is limi ed o
eaching s a a public uni e si ies in Spain. Resul s mus he e o e be aken
in o accoun in he con ex o his coun y.
35 Ma ia Penado Abillei a e al., “Technos ess in Spanish Uni e si y Teache s Du ing he
COVID-19 Pandemic,” F on ie s in Psychology 12 (2021):10, h ps://doi.o g/10.3389/
psyg.2021.617650.
36 Richa d A. K uege and Ma y A. Casey, Focus G oups: A P ac ical Guide o Applied
Resea ch (Los Angeles: Sage Publica ions, 2009), 5.
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The main indings e eal ha acul y ha e had o de elop al e na i e
me hodological s a egies and enhance hose media ed by echnology (see
III.1.1). This si ua ion has allowed hem o eel mo e digi ally compe en ,
hanks o pee suppo and some o hei uni e si y’s aining p oposals. This
poin concu s wi h Collie and Ma in37 who concluded ha uni e si y acul y
adap ed ex ensi ely o he new si ua ion. Howe e , he Spanish s uden s’
pe cep ion is ha , hough digi al compe ence was no a majo p oblem, mos
o he eaching s a did no adap o he new si ua ion. S uden s pe cei ed a
lack o dialogue and expec ed g ea e conce n o hei needs,38,39 especially
in he i s yea s and in la ge classes.
Ou esul s con as wi h o he in e na ional s udies which epo ed ha mos
eaching s a adap ed eaching ma e ials wi hou changing he cu iculum o he
me hodology and wi hou applying o e lec ing on e ec i e online educa ion
heo ies and models.40 Tha he pa icipan s in his esea ch we e highly
esponsi e in dealing wi h his si ua ion may imply a ce ain bias in he sample
and could be aken as a limi a ion o he s udy. The s a egies hey epo ed
indica e ha hey ha e a signi ican pedagogical backg ound and ha , despi e he
unce ain y and unexpec edness, he impac on hei eaching e ec i eness was
p obably lowe han o o he eache s wi h ewe pedagogical skills.
On he o he hand, assessmen was challenging (see III.1.2). Al hough
he e was conside able o ma i e assessmen among pa icipan s, conce ns
abou s uden s copying in exams we e common, as many o he s udies ha e
al eady con i med.41,42 In ac , his issue is one o he mos ecu ing and one
37 Rebecca J. Collie and And ew Ma in, “Teache wellbeing du ing COVID-19,” ACER
Teache Magazine (2020): 2.
38 Reina Fe ández-Be ueco e al., “Bolonia y la COVID-19. E idencias sob e la
au onomía del es udian ado,” Re is a de Docencia Uni e si a ia (REDU) 20, no 1 (2022): 91-
107, h ps://doi.o g/10.4995/ edu.2022.16848.
39 Reina Fe ández-Be ueco e al., “Uni e sidad en iempo de pandemia. Expe iencia de
es udian es uni e si a ios en España,” U opía y p axis la inoame icana: e is a in e nacional
de iloso ía ibe oame icana y eo ía social, 27, no 96 (2022): 1-23, h p://doi.o g/10.5281/
zenodo.5790264.
40 Ch ysi Rapan a e al., “Online uni e si y eaching du ing and a e he Co id-19 c isis:
Re ocusing eache p esence and lea ning ac i i y,” Pos digi al Science and Educa ion 2, no.3
(2020): 928, h ps://doi.o g/10.1007/s42438-020-00155-y.
41 Mei al Amzalag, Noa Shapi a, and Ni a Dole , “Two Sides o he Coin: Lack o
Academic In eg i y in Exams Du ing he Co ona Pandemic, S uden s' and Lec u e s'
Pe cep ions,” Jou nal o Academic E hics (2021): 2, h ps://doi.o g/10.1007/s10805-021-
09413-5.
42 Jose Ma ia del Cas illo Oli a es and An onio del Cas illo Oli a es, “The impac o
CoVId-19 on highe educa ion eache s and i s concep ions on assessmen ,” Campus i uales
10, no.1(2021): 90, h p://hdl.handle.ne /10272/19339.
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o he wo s handled by s uden s, who el ha eache s we e mo e conce ned
abou hem no copying han lea ning.43,44
Wi h ega d o pe sonal aspec s, in line wi h o he esea ch, eache s’
wo kloads we e pe cei ed as high and, in many cases, in ol ed ce ain
di icul ies in wo k–li e balance. 45,46 Al hough i seems ob ious (see III.1.3
and III.2.2), eache s conside ha he s uden s we e unable o pe cei e ha
and accuse hem o a lack o unde s anding. In e es ingly, he s uden s also
el misunde s ood and complained abou a la ge inc ease in wo kload,
which did no ake in o accoun hei pe sonal si ua ion a home.41
Ne e heless, he lea ning ou come o he expe ience is posi i e o e all
because i has helped eache s o e hink eaching and inco po a e
imp o emen s in u u e cou ses.
Dealing wi h he esul s in sec ion III.1.4 abou ins i u ional esponse and
aining, i seems ha di e en ins i u ions p o ide di e en answe s o he
same p oblems, and acul y eac ions e lec ed his a ie y. S uden s’
conce ns we e mos ly add essed in e ms o he wo k placemen managemen .
I would be in e es ing o conduc ano he ocus g oup in ol ing academic
manage s o u he explo e his issue.
The las g oup o esponses we e ela ed o he socio-emo ional wo k
wi h s uden s (III.2.1). He e, academic s a desc ibed hemsel es as
psychologis s because, in many cases, hey a e equi ed o suppo s uden s
h ough s ess and a lack o pe sonal esou ces. This s a emen concu s ully
wi h s uden s’ pe cep ions: hey o en el alone and hough ha online
lessons we e no enough.
These main esul s allow us o compile a se ies o eaching s a egies ha
can be ex ended beyond he pandemic pe iod and encou age s uden
au onomy and sel - egula ion, which has eme ged as one o he main issues
43 Reina Fe ández-Be ueco e al., “Bolonia y la COVID-19. E idencias sob e la
au onomía del es udian ado,” Re is a de Docencia Uni e si a ia (REDU) 20, no 1 (2022): 91-
107, h ps://doi.o g/10.4995/ edu.2022.16848.
44 Reina Fe ández-Be ueco e al., “Uni e sidad en iempo de pandemia. Expe iencia de
es udian es uni e si a ios en España,” U opía y p axis la inoame icana: e is a in e nacional
de iloso ía ibe oame icana y eo ía social, 27, no 96 (2022): 1-23, h p://doi.o g/10.5281/
zenodo.5790264.
45 Felice J. Le ine e al., Voices om he Field: The Impac o COVID-19 on Ea ly Ca ee
Schola s and Doc o al S uden s [Focus g oup s udy epo ] (Ame ican Educa ional Resea ch
Associa ion; Spence Founda ion, 2021):15, h ps://doi.o g/10.3102/ae a20211
46 Naia a Ozamiz-E xeba ia e al., “Es ado emocional del p o eso ado de colegios y
uni e sidades en el no e de España an e la COVID-19,” Re is a Española de Salud Pública
95, no.1 (2021): 6, h ps://www.sanidad.gob.es/biblioPublic/publicaciones/ ecu sos_p opios/
esp/ e is a_cd om/VOL95/O_BREVES/RS95C_202102030.pd .

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in lockdown. These can be summa ised as ollows: 1) he use o ac i e and
pa icipa o y me hodologies; 2) imp o ed eaching coo dina ion h ough
c oss-cu icula inno a ion p ojec s allowing o he design, implemen a ion
and moni o ing o ac ions; 3) e alua ion h ough di e en s a egies, ocusing
on o ma i e assessmen and eedback, and s uden pa icipa ion (pee
assessmen ) and 4) mechanisms o explici ly wo k on s uden s’ socio-
emo ional skills (ins ead o ocusing only on deli e ing cogni i e skills), all
suppo ed by digi al esou ces, which allow o be e pedagogical p ac ices
and he de elopmen o s uden s’ digi al compe ence. These p oposals a e
aligned wi h hose o o he expe s47,48 calling o ein en ion so ha
uni e si ies can mee his challenge.
The conclusions o he s udy allow us o e lec on he ole ha uni e si ies
should play in he coming yea s, especially in Spain, bu which can be aken
in o conside a ion o u he esea ch and policy in an in e na ional con ex .
The si ua ion caused by he pandemic has accele a ed he digi al
ans o ma ion o uni e si ies,49 which ha e been o ced o in es in mo e
digi al esou ces o con inue eaching. Howe e , he main limi a ion is ha
hese digi al esou ces ha e no been in eg a ed in o he eaching esou ces o
Spanish eaching s a .50 Teache s ha e been o ced o su i e, a bes , wi h
new echnology-based me hodological s a egies,51,52 h ough pee suppo o
as sel -lea ne s. The ole o eache s’ digi al compe ence in he coming yea s
will be decisi e, a compe ence ha has e ol ed e en u he wi h he
pandemic. No only mus eache s be knowledgeable use s o digi al
47 Fe nando M. Reime s and F ancisco Ma molejo, “Uni e si y and School Collabo a ions
du ing a Pandemic: Sus aining Educa ional Oppo uni y and Rein en ing Educa ion,”
Knowledge S udies in Highe Educa ion 8 (2022), 31, h ps://doi.o g/10.1007/978-3-030-
82159-3_1.
48 Thomas Fa nell, Ana Skleda Ma ije ic, and Ninosla Šcukanec Schmid , The impac
o COVID-19 on highe educa ion: A e iew o eme ging e idence. NESET epo (Luxembou g:
Publica ions O ice o he Eu opean Union, 2021), 59, h ps://doi.o g/10.2766/069216.
49 F ancisco J. Ga cía-Peñal o e al., “La e aluación online en la educación supe io en
iempos de la COVID-19,” Educa ion in he Knowledge Socie y, 21 (2020): 20-21, h ps://doi.
o g/10.14201/eks.23013.
50 Celia To ecillas, “El e o de la docencia online pa a las uni e sidades públicas
españolas an e la pandemia del Co id-19,” Ins i u o Complu ense de Es udios In e nacionales,
16 (2020): 3, h ps://www.ucm.es/icei/ ile/iceipape co id16.
51 Olasile Baba unde Adedoyin and Soykan Em ah, “Co id-19 pandemic and online
lea ning: he challenges and oppo uni ies,” In e ac i e Lea ning En i onmen s (2020):4,
h ps://doi.o g/10.1080/10494820.2020.1813180.
52 José An onio M. Román, “Highe Educa ion in Times o Pandemic: A View om
wi hin he T aining P ocess,” Re is a La inoame icana de Es udios Educa i os 50 (2020): 37-
38, h ps://doi.o g/10.48102/ lee.2020.50.ESPECIAL.95.
Teaching in a COVID-19 pandemic Sánchez-Ta azaga, Sanahuja, Colome , and Fe ández-Be ueco
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doi: h ps://doi.o g/10.18543/ jhe.2385 • h p://www. uningjou nal.o g/
en i onmen s and ools, hey mus also be able o in eg a e hem in o he
en i e eaching and lea ning p ocess,53,54 and know how o de elop his abili y
in hei s uden s.
COVID-19 c ea ed an educa ional inno a ion con ex 55 ha could se e
as a igge o uni e si ies o pay mo e a en ion o he con inued long- e m
de elopmen o online educa ion56. Some au ho s wonde whe he such a
ansi ion will uly ans o m digi al ins i u ions in he absence o a pos -
pandemic s a egic ision.57 I is s ill oo ea ly o know he impac , bu i will
be necessa y o p io i ise ma e ial esou ces and adequa e eache aining,
especially i some uni e si ies e ol e owa ds hyb id models. Fu u e
esea ch could include empi ical analyses o e alua e he impac o hese
hyb id eaching models–mo e speci ically, how his model is pe cei ed by
uni e si y acul y and s uden s and how i impac s on s uden lea ning.
Howe e , he Achilles’ heel o uni e si ies is no aining, bu a lack o
p o essional de elopmen in eaching ca ee s. Uni e si ies mus s i e o
c ea e hei own sys em ha acknowledges and encou ages quali y eaching
o mee he challenges o oday’s socie y. This si ua ion can also be an
oppo uni y o c ea e mo e esilien educa ion sys ems ha mobilise he
lea ning achie ed as a esul , along wi h ins i u ional esou ces. Uni e si ies
mus he e o e play an ac i e ole in se ing socie y, engaging wi h he
communi y, and helping hei eaching s a o c ea e educa ional si ua ions
h ough collabo a ions wi h o he educa ional ins i u ions and o ganisa ions
in hei en i onmen , o espond o complex socie al needs.58 The suppo o
53 F ancesca Caena, “B idge o e T oubled Wa e : Induc ion poin e s o Teache
leade ship,” P o eso ado. Re is a de Cu ículum y Fo mación del P o eso ado 25, no. 2
(2021): 18, h ps://doi.o g/10.30827/p o eso ado. 25i2.18534.
54 Riina Vuo ika i, Y es Punie, and Ma celino Cab e a Gi aldez, Eme ging echnologies
and he eaching p o ession: E hical and pedagogical conside a ions based on nea - u u e
scena ios (Publica ions O ice o he Eu opean Union, 2020),12, h ps://doi.o g/10.2760/46933.
55 Vi Ellis, Sa ah S eadman, and Qiming Mao, “‘Come o a sc eeching hal ’: Can change
in eache educa ion du ing he COVID-19 pandemic be seen as inno a ion?”, Eu opean
Jou nal o Teache Educa ion 43, no. 4 (2020): 560, h ps://doi.o g/10.1080/02619768.2020.1
821186.
56 Bin Yang and Huang Cheng, “Tu n c isis in o oppo uni y in esponse o COVID-19:
expe ience om a Chinese Uni e si y and u u e p ospec s,” S udies in Highe Educa ion 46,
no. 1(2021): 129-130, h ps://doi.o g/10.1080/03075079.2020.1859687.
57 Manuel A ea-Mo ei a e al., “Análisis de las polí icas de enseñanza uni e si a ia en
España en iempos de Co id-19. La p esencialidad adap ada,” Re is a Educación a Dis ancia
21, no.65 (2020):14-16, h ps://doi.o g/10.6018/ ed.450461.
58 Fe nando M. Reime s and F ancisco Ma molejo. Uni e si y and School Collabo a ions
du ing a Pandemic: Sus aining Educa ional Oppo uni y and Rein en ing Educa ion. Knowledge
S udies in Highe Educa ion 8 (2022): 5, h ps://doi.o g/10.1007/978-3-030-82159-3_1.
Teaching in a COVID-19 pandemic Sánchez-Ta azaga, Sanahuja, Colome , and Fe ández-Be ueco
289
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doi: h ps://doi.o g/10.18543/ jhe.2385 • h p://www. uningjou nal.o g/
he ins i u ion is key in c ea ing a sense o belonging when deli e ing a
public se ice o he communi y.59 I emains o be seen whe he hese
p oposals will gain s eng h h ough he equi emen s o he Eu opean
Educa ion A ea app o ed by he Council o he Eu opean Union.60 This
amewo k acknowledges he ac ions o highe educa ion ins i u ions and
hei eaching s a , along wi h he de elopmen o hei compe ences, as
s a egic pilla s o eaching in a di e se and digi al con ex .
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