Resumen: [EN] This paper analyzes the changes for a degree in Industrial Electronics and Automation Engineering at a Spanish university
in the confinements caused by the outbreak of the Covid-19 pandemic. The purpose was to find out the practices that the
faculty university intuitively choose for use in teaching and evaluation, and to check if they were adequate in the
emergency situation. The challenges faced by university faculty worldwide following the confinements caused by the
outbreak of the Covid-19 pandemic were enormous and have no precedence in the digital knowledge era. The study of the
teaching transitions realized allow the university and all agents involved to better reinforce the strong points and to focus
improvements on the weak points with the goal of better preparedness for future crises. Three aspects of the transition to
online teaching are considered: the changes in the evaluation systems, the preferred modes (synchronous, asynchronous,
or bichronous) and the tools most used. According to the results, the evaluation systems enjoyed a level of stability that
indicated institutional tools already existed providing online support for successful execution. The interaction between
teacher and student dominated the basic training and compulsory course subjects, while asynchronous teaching was more
apt for the elective subjects. Text-type teaching resources were chiefly used. While it was true more multimedia types could
have been used, the suddenness of the changes as well as the uncertainty around their durations may have contributed to
their incomplete development.
