The coronavirus pandemic (COVID-19) has caused an unprecedented crisis across the board. In the sphere of university higher education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America and the Caribbean (ECLAC), (2020), in mid-May 2020 more than 1,200 million students of all levels of education, around the world, had stopped having face-to-face classes in higher education centers. Of these, more than 160 million were students from Latin America and the Caribbean.

 The effects of COVID-19 described by Vicentini et al., 2020, shook socio-economic structures globally and higher education institutions were no exception. The social distancing measures imparted galvanized a context of forced digitization that, in the case of universities, coerced the pedagogical mechanisms to those of tele-education, to guarantee their operation and sustainability.

The global COVID-19 pandemic has led to the suspension of teaching activity in many countries. At the university level, the urgent transformation of face-to-face classes to an online format has been carried out in a way that can be described as generally acceptable, although the measures taken have been adjusted to urgency and not to thoughtful planning a priori to teach a subject with a completely online methodology.