Transición a la docencia en línea de los Grados de comunicación en tiempos de COVID-19 : herramientas y estrategias en la enseñanza universitaria

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Abstract

Introduction: The COVID-19 pandemic prompted a rapid transition from face-to-face to online teaching, creating significant challenges for faculty and institutions. This study analyzes how Communication degree programs in Spanish universities adapted to this transformation. Methodology: A quantitative and exploratory approach was employed. The research was based on a literature review and the administration of a structured questionnaire to 201 professors from both public and private universities in Spain. Variables evaluated included the use of digital platforms, teaching strategies, perceived barriers, and faculty satisfaction. Results: Faculty members showed a preference for synchronous teaching through videoconferencing. PowerPoint and Google Drive were the most commonly used tools, while the use of interactive platforms and advanced audiovisual resources was limited. A generational gap and disparities in access to resources between public and private universities were also observed. Discussion: Although teaching continued, a traditional lecture-based approach prevailed, failing to fully leverage the digital environment. Limited digital skills training among faculty hindered methodological innovation. Conclusions: There is a need to improve teacher training in digital competencies, promote hybrid teaching models, and encourage the use of advanced technologies to achieve a more flexible, interactive, and adapted higher education system in the post-pandemic context.