Análisis de las políticas de enseñanza universitaria en España en tiempos de Covid-19la presencialidad adaptada

  1. Area-Moreira, Manuel 1
  2. Bethencourt-Aguilar, Anabel 2
  3. Martín-Gómez, Sebastián 2
  4. San Nicolás-Santos, Mª Belén 2
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


  2. 2 Universidad de La Laguna. LaLaguna, España
RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2021

Issue Title: Transition from conventional education to online education and learning, as a consequence of COVID19 = Transición de la educación convencional a la educación y al aprendizaje en línea, como consecuencia del COVID19

Volume: 21

Issue: 65

Type: Article

DOI: 10.6018/RED.450461 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia


Cited by

  • Scopus Cited by: 24 (05-02-2024)
  • Dialnet Métricas Cited by: 30 (25-02-2024)
  • Web of Science Cited by: 16 (19-12-2023)
  • Dimensions Cited by: 28 (24-02-2024)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.514
  • Best Quartile: Q2
  • Area: Computer Science Applications Quartile: - Rank in area: 354/791
  • Area: Education Quartile: Q2 Rank in area: 489/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.550
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 16/235


  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.9
  • Area: Education Percentile: 73

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.79
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 321/743


(Data updated as of 24-02-2024)
  • Total citations: 28
  • Recent citations (2 years): 21
  • Field Citation Ratio (FCR): 31.85


This article analyzes the educational policy proposals that the Spanish public universities have prepared for the new 2020-21 school year conditioned by the Covid-19 pandemic. The study is based on the recommendations offered by the Ministry of Universities of the Government of Spain, as well as the different resolutions or indications that the government teams of different Spanish universities have made. The study tries to answer three basic questions: What are the policies for the implementation of adapted presence? Is there consensus or dissonance in the interpretation of this concept? What strategic visions underlie the policies of Spanish universities on "adapted presence"? The article concludes by noting that there is a similar policy for the Spanish public university system derived from the recommendations of the Ministry of Universities on adapted face-to-face attendance. It is also indicated that this concept does not exist in the academic bibliography, but that it responds to the modality of blended, hybrid or blended learning teaching. It ends by noting that these policies are short-term and that they respond to the health emergency, lacking a strategic vision on the digital transformation of higher education for the post-Covid-19 times.

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