Abstract:

In Mexico, the social distancing process implemented by the federal authorities due to COVID-19 pandemic started on March 23, 2020. At the Autonomous University of the State of Morelos (UAEM for its initials in Spanish), a public regional institution, face-to-face activities were suspended on March 17, 2020.
In order to have a first picture of the scenario regarding conditions, competences and practices of the University's faculty, UAEM's Academic Secretary requested an online survey, which was designed and implemented by the Multimodal Learning Program (short named e-UAEM). The main results are presented in this work.

Planning:
The main aspects included in the survey were:
Domestic conditions for academic work.
Competences.
Practices (previous use of technology in their face-to-face teaching).
The survey was promoted as mandatory for all active academic personnel and was available from April 22 to 24, 2020.
From 2,585 active teachers registered, 2,464 responses were obtained, representing 95.32% of the faculty.

Demographic profile:
50.32% were women and 49.68% were men.
The larger segments of age groups were 31-40 (32%) and 41-50 (32%), which can be characterized as middle aged. There was also a significant group of 51-60 representing 23%.
Regarding their type of contract, 78.17% are part-time teachers, 15.3% full time teachers-researchers and 6.53% full time teachers.

Domestic conditions:
96.8% confirmed they had computer at home, but several of them indicated that it was not for his/her exclusive use or that it was not an updated/recent equipment. 91.52% informed they had different devices for connection (smartphones, tablets, computers, etc.).
98% informed they had internet connection at home, but only 63.2% rated it as good. 32.6% informed it was regular and 4.2% informed it was bad.

Competences:
53% answered that they did not have training for online teaching and 47% responded they had.
From the respondents that said they had training, 536 indicated that they had attended the Online Tutoring Course offered by the University, 43 had concluded a diploma course offered also by the University and 56 of them indicated they had the course and the diploma. The rest referred training in other institutions or tools they were familiar with, but not specific credentials.
55.5% informed they did not have experience in virtual learning environments and 44.5% said they had.

Practices:
Regarding their use of technology as a complement of face-to-face teaching, their responses were related to the following tools: e-mail (87.8%), social media (76.5%), cloud storage (48.7%), other LMS different from Moodle (45.4%), Videoconferencing systems (31.7%) and institutional Moodle LMS (16.4%).
Asked about the type of support required from the institution, 61.2% answered "technical support", 39.7% answered "pedagogical and didactic support" and 11.9% "other support".

As a result of the processing and analysis of results obtained, the main strategies implemented for the initial process of migrating teaching and learning to virtuality, was a brief online course for those faculty members with scarce or null experience in virtual teaching and a flexible strategy for adopting different technological solutions for serving their students.

Keywords:

COVID19, online learning, competences, migration, strategies, survey.