Enseñanza remota de emergencia por COVID-19 en la Universidad Autónoma de la Ciudad de México

The COVID-19 confinement forced universities in Mexico to adopt emergency remote teaching (ERT) to continue education. This paper reports the results of the first of three phases of a research on teaching practices of the Universidad Autónoma de la Ciudad de México’s professors during the ERT. Interviews were carried out with three professors and three students, and their responses were qualitatively analyzed from the theoretical perspective of the Community of Inquiry Framework (CoI) to verify the existence of the different presences that cover it: teaching, social, and cognitive. The results indicate a stronger trend towards direct instruction compared to facilitation in the teaching presence, which is reflected, among other factors, by a greater load in synchronous work compared to asynchronous work. Social presence reflects few opportunities for socialization and group cohesion, as well as a tendency towards individual work over collaborative work. In cognitive presence, the convenience of strengthening students’ inquiry skills and self-regulation stands out. The paper concludes with some recommendations applicable both to ERT situations and to multimodal educational alternatives.