Background

The temporary closures of higher education institutions due to COVID-19 have meant a process of rapid assimilation of new content, which previously supported the face-to-face modality, but which are now the only way of teaching.

Objective

to describe the acquisition of skills experience by university teachers in the educational contexts imposed by COVID-19.

Methods

descriptive study, carried out from February to July 2020, with the participation of 16 teachers from the Ecuador Metropolitan University, specifically from two health sciences careers. The fundamental technique was the survey. Variables related to acquired skills were analyzed, directly and indirectly.

Results

regarding the domain of virtual learning environments in general, "adequate" management prevailed, and in no case was it considered "inappropriate". Regarding the perception of the skills acquisition process, the study time was described as “not very adequate” by the 69% of the teachers; and the 61% declared their interest in the content received as “adequate”. The 93% of the participants stated that, to some extent, the skills acquired had served as motivation for their teaching action, both present and future.

Conclusion

Although the results show that knowledge about virtual learning environments is not optimal among faculty teachers, they already have cognitive and technological skills, which may increase over time.

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