¿Cómo mejorar la educación del alumnado con autismo?: Una propuesta desde el sistema escolar sevillano

El objetivo de este trabajo es aportar algunas propuestas acerca de cómo organizar la actuación educativa dirigida a los alumnos con trastorno del espectro autista (TEA) y facilitar su inclusión en contextos educativos ordinarios. Tales sugerencias se derivan de una investigación en la que los autores han participado y que tenía por objetivo determinar las principales necesidades educativas de los escolares con TEA censados en la ciudad de Sevilla (España), así como valorar la situación actual de la atención suministrada a esta población en el seno del sistema educativo. Las recomendaciones que se hacen se agrupan en cuatro bloques: a) propuestas relacionadas con la detección y el diagnóstico, b) propuestas para reforzar la inclusión, c) propuestas acerca de recursos que han de ser reforzados y d) propuestas específicas para los Institutos de Educación SecundariaThe aim of this paper is to provide some recommendations about the education of children with Autism Spectrum Disorders (ASD) and their inclusion. These recommendations arise from a study in which the authors took part, with the objective of determining the main educational needs of the pupils with ASD in the city of Sevilla (Spain)and assessing the present educational provision to this population. Recommendations are grouped in four blocks: a) those related to detection and diagnosis, b) proposals to reinforce inclusion, c) recommendations for the increase of certain resources, and d) specific proposals for Secondary Education

Do Spanish parents prefer special schools for their children with autism?

The social and communication difficulties of children with Autism Spectrum Disorders (ASD) pose a special challenge to educational inclusion. Previous research has suggested that, because of this, parents of children with ASD might be less favorable to educating their children in inclusive settings. In this study, 60 parents of children with ASD in the city of Seville (Spain) were interviewed about their perception of educational provision. Parents were from three different groups, according to the children’s educational placement: mainstream non-segregated settings (regular schools and sharing time with other children without disabilities), mainstream segregated settings (special classes in regular schools) and special schools. These contexts differ in teacher training, resources and contact with other children in ways that allow a comparison of the relative influence of these variables on parental perception. Overall parental satisfaction was high. However, parents in mainstream segregated settings were less satisfied than those in special schools. There were no differences between the satisfaction of parents with children in mainstream segregated and non-segregated settings. Results seem to indicate that it is resources and teacher training, rather than severity of the disorder, the classroom structure or fear of contact with other children without ASD, that determine positive parental perception

Un estudio sobre la aplicación de "buenas prácticas" en la atención temprana a niños y niñas con TEA en Andalucía

INTRODUCCIÓN El contenido de la presente comunicación se inserta en un estudio mucho más extenso, denominado "Prestación de las Terapias basadas en Evidencias del Espectro Autista en Andalucía en la etapa de 3 a 6 años" y que se ha llevado a cabo por iniciativa conjunta de las unidades administrativas de la Consejería de Salud de la Junta de Andalucía responsables de la coordinación de la Atención Temprana (AT) y de personal investigador y docente del Departamento de Psicología Evolutiva de la Universidad de Sevilla. El interés común ha sido conocer qué intervenciones psicoeducativas ponen las administraciones públicas a disposición de los niños y niñas con trastornos del espectro autista (TEA) y de sus familias en Andalucía. Dicho conocimiento es de particular relevancia dado que existe una gran diversidad de este tipo de intervenciones y hay un creciente cuerpo de evidencias que permiten empezar a discriminar qué intervenciones pueden ser más adecuadas para favorecer el mejor desarrollo de estos niños y niñas. Aunque aún existen pocos estudios que avalen el impacto de la atención temprana sobre el desarrollo de los niños y niñas con TEA (Howlin, Magiati, y Charman, 2009), se mantiene entre la comunidad investigadora la recomendación de una detección lo más temprana posible y la intervención precoz. En el caso del autismo, sin embargo, aunque se considera un trastorno probablemente congénito de naturaleza neurobiológica, la falta de marcadores tempranos biológicos o conductuales hacen difícil llevar a cabo el objetivo de un diagnóstico precoz en los primeros meses de vida (Hernández et al., 2005). Se ha logrado disminuir la edad de detección a los 15 meses aproximadamente a través del uso de marcadores tempranos o de instrumentos de detección temprana de utilización sencilla en controles pediátricos rutinarios (Baron-Cohen, 1992). Asimismo, los esfuerzos de las diferentes administraciones de nuestro país están con toda probabilidad reduciendo la edad a la cual los niños y niñas con TEA obtienen un diagnóstico definitivo (Grupo de Estudios de Trastornos del Espectro Autista. Instituto de Salud Carlos III, 2004; Rodríguez, Moreno, y Aguilera, 2007). Aún así, es necesario considerar que la atención temprana es algo menos "temprana" que en el caso de otros trastornos del desarrollo o discapacidades. A esta limitación se añade la constatación generalizada de que se cuenta en este campo con pocos estudios con diseños adecuados que permitan establecer los procedimientos e intervenciones más recomendables y con efectos más claros (véase para una revisión reciente, por ejemplo, Güemes, Martín, Canal, y Posada, 2009). Dicha escasez de evidencias complica la evaluación de las terapias empleadas actualmente y el análisis de las prácticas profesionales más difundidas, contribuyendo por otra parte a una gran variedad de enfoques, aproximaciones y usos en la intervención temprana en autismo.Consejería de Salud, Junta de Andalucí

Mechanisms of Action of Non-Canonical ECF Sigma Factors

Extracytoplasmic function (ECF) sigma factors are subunits of the RNA polymerase specialized in activating the transcription of a subset of genes responding to a specific environmental condition. The signal-transduction pathways where they participate can be activated by diverse mechanisms. The most common mechanism involves the action of a membrane-bound anti-sigma factor, which sequesters the ECF sigma factor, and releases it after the stimulus is sensed. However, despite most of these systems following this canonical regulation, there are many ECF sigma factors exhibiting a non-canonical regulatory mechanism. In this review, we aim to provide an updated and comprehensive view of the different activation mechanisms known for non-canonical ECF sigma factors, detailing their inclusion to the different phylogenetic groups and describing the mechanisms of regulation of some of their representative members such as EcfG from Rhodobacter sphaeroides, showing a partner-switch mechanism; EcfP from Vibrio parahaemolyticus, with a phosphorylation-dependent mechanism; or CorE from Myxococcus xanthus, regulated by a metal-sensing C-terminal extension.Spanish Government (PID2020-112634GB-I00)FEDER funds (grant A-BIO-126-UGR20

Characterizations of a Banach Space through the Strong Lacunary and the Lacunary Statistical Summabilities

In this manuscript we characterize the completeness of a normed space through the strong lacunary (N-theta) and lacunary statistical convergence (S-theta) of series. A new characterization of weakly unconditionally Cauchy series through N-theta and S-theta is obtained. We also relate the summability spaces associated with these summabilities with the strong p-Cesaro convergence summability space

Pulmonary Vein Activity Organization to Determine Atrial Fibrillation Recurrence: Preliminary Data from a Pilot Study

[EN] Ablation of pulmonary veins has emerged as a key procedure for normal rhythm restoration in atrial fibrillation patients. However, up to half of ablated Atrial fibrillation (AF) patients suffer recurrences during the first year. In this article, simultaneous intra-atrial recordings registered at pulmonary veins previous to the ablation procedure were analyzed. Spatial cross-correlation and transfer entropy were computed in order to estimate spatial organization. Results showed that, in patients with arrhythmia recurrence, pulmonary vein electrical activity was less correlated than in patients that maintained sinus rhythm. Moreover, correlation function between dipoles showed higher delays in patients with AF recurrence. Results with transfer entropy were consistent with spatial cross-correlation measurements. These results show that arrhythmia drivers located at the pulmonary veins are associated with a higher organization of the electrical activations after the ablation of these sites.This research was funded by Spanish Ministry of Research and Innovation : PID2019-109547RB-I00. This research was supported by the PID2019-109547RB-I00 National Research Program RETOS from the Spanish Ministry of Research and Innovation and partialy by GVA (PROMETEO/2018/078) & ISCIII (CB16/11/00486). Thanks to Michael Charles Willoughby for English language and scientific editing services.Cervigón, R.; Moreno, J.; Millet Roig, J.; Pérez-Villacastín, J.; Castells, F. (2020). Pulmonary Vein Activity Organization to Determine Atrial Fibrillation Recurrence: Preliminary Data from a Pilot Study. Mathematics. 8(10):1-13. https://doi.org/10.3390/math8101813S113810Andrade, J., Khairy, P., Dobrev, D., & Nattel, S. (2014). The Clinical Profile and Pathophysiology of Atrial Fibrillation. Circulation Research, 114(9), 1453-1468. doi:10.1161/circresaha.114.303211Kim, M. H., Johnston, S. S., Chu, B.-C., Dalal, M. R., & Schulman, K. L. (2011). Estimation of Total Incremental Health Care Costs in Patients With Atrial Fibrillation in the United States. Circulation: Cardiovascular Quality and Outcomes, 4(3), 313-320. doi:10.1161/circoutcomes.110.958165Andersson, T., Magnuson, A., Bryngelsson, I.-L., Frøbert, O., Henriksson, K. M., Edvardsson, N., & Poçi, D. (2013). All-cause mortality in 272 186 patients hospitalized with incident atrial fibrillation 1995–2008: a Swedish nationwide long-term case–control study. European Heart Journal, 34(14), 1061-1067. doi:10.1093/eurheartj/ehs469Chugh, S. S., Havmoeller, R., Narayanan, K., Singh, D., Rienstra, M., Benjamin, E. J., … Murray, C. J. L. (2014). Worldwide Epidemiology of Atrial Fibrillation. Circulation, 129(8), 837-847. doi:10.1161/circulationaha.113.005119Saglietto, A., Matta, M., Gaita, F., Jacobs, V., Bunch, T. J., & Anselmino, M. (2019). Stroke-independent contribution of atrial fibrillation to dementia: a meta-analysis. Open Heart, 6(1), e000984. doi:10.1136/openhrt-2018-000984Wattigney, W. A. (2002). Increased Atrial Fibrillation Mortality: United States, 1980-1998. American Journal of Epidemiology, 155(9), 819-826. doi:10.1093/aje/155.9.819Krijthe, B. P., Kunst, A., Benjamin, E. J., Lip, G. Y. H., Franco, O. H., Hofman, A., … Heeringa, J. (2013). Projections on the number of individuals with atrial fibrillation in the European Union, from 2000 to 2060. European Heart Journal, 34(35), 2746-2751. doi:10.1093/eurheartj/eht280January, C. T., Wann, L. S., Calkins, H., Chen, L. Y., Cigarroa, J. E., Cleveland, J. C., … Yancy, C. W. (2019). 2019 AHA/ACC/HRS focused update of the 2014 AHA/ACC/HRS guideline for the management of patients with atrial fibrillation. Heart Rhythm, 16(8), e66-e93. doi:10.1016/j.hrthm.2019.01.024Haïssaguerre, M., Jaïs, P., Shah, D. C., Takahashi, A., Hocini, M., Quiniou, G., … Clémenty, J. (1998). Spontaneous Initiation of Atrial Fibrillation by Ectopic Beats Originating in the Pulmonary Veins. New England Journal of Medicine, 339(10), 659-666. doi:10.1056/nejm199809033391003Allessie, M. A., Bonke, F. I., & Schopman, F. J. (1976). Circus movement in rabbit atrial muscle as a mechanism of tachycardia. II. The role of nonuniform recovery of excitability in the occurrence of unidirectional block, as studied with multiple microelectrodes. Circulation Research, 39(2), 168-177. doi:10.1161/01.res.39.2.168Kirchhof, P., Benussi, S., Kotecha, D., Ahlsson, A., Atar, D., Casadei, B., … Zeppenfeld, K. (2016). 2016 ESC Guidelines for the management of atrial fibrillation developed in collaboration with EACTS. Europace, 18(11), 1609-1678. doi:10.1093/europace/euw295Calkins, H., Kuck, K. H., Cappato, R., Brugada, J., Camm, A. J., Chen, S.-A., … Wilber, D. (2012). 2012 HRS/EHRA/ECAS Expert Consensus Statement on Catheter and Surgical Ablation of Atrial Fibrillation: Recommendations for Patient Selection, Procedural Techniques, Patient Management and Follow-up, Definitions, Endpoints, and Research Trial Design. Heart Rhythm, 9(4), 632-696.e21. doi:10.1016/j.hrthm.2011.12.016Ganesan, A. N., Shipp, N. J., Brooks, A. G., Kuklik, P., Lau, D. H., Lim, H. S., … Sanders, P. (2013). Long‐term Outcomes of Catheter Ablation of Atrial Fibrillation: A Systematic Review and Meta‐analysis. Journal of the American Heart Association, 2(2). doi:10.1161/jaha.112.004549Pison, L., Tilz, R., Jalife, J., & Haïssaguerre, M. (2016). Pulmonary vein triggers, focal sources, rotors and atrial cardiomyopathy: implications for the choice of the most effective ablation therapy. Journal of Internal Medicine, 279(5), 449-456. doi:10.1111/joim.12490Kirchhof, P., Benussi, S., Kotecha, D., Ahlsson, A., Atar, D., Casadei, B., … Vardas, P. (2017). 2016 ESC Guidelines for the Management of Atrial Fibrillation Developed in Collaboration With EACTS. Revista Española de Cardiología (English Edition), 70(1), 50. doi:10.1016/j.rec.2016.11.033Botteron, G. W., & Smith, J. M. (1995). A technique for measurement of the extent of spatial organization of atrial activation during atrial fibrillation in the intact human heart. IEEE Transactions on Biomedical Engineering, 42(6), 579-586. doi:10.1109/10.387197Cervigón, R., Moreno, J., Millet, J., Pérez-Villacastín, J., & Castells, F. (2010). Propofol Effects on Atrial Fibrillation Wavefront Delays. IEEE Transactions on Biomedical Engineering, 57(8), 1877-1885. doi:10.1109/tbme.2009.2037312Cervigón, R., Castells, F., Gómez-Pulido, J., Pérez-Villacastín, J., & Moreno, J. (2018). Granger Causality and Jensen–Shannon Divergence to Determine Dominant Atrial Area in Atrial Fibrillation. Entropy, 20(1), 57. doi:10.3390/e20010057CASTELLS, F., CERVIGÓN, R., & MILLET, J. (2013). On the Preprocessing of Atrial Electrograms in Atrial Fibrillation: Understanding Botteron’s Approach. Pacing and Clinical Electrophysiology, 37(2), 133-143. doi:10.1111/pace.12288Botteron, G. W., & Smith, J. M. (1996). Quantitative Assessment of the Spatial Organization of Atrial Fibrillation in the Intact Human Heart. Circulation, 93(3), 513-518. doi:10.1161/01.cir.93.3.513Wu, X., & Lu, W. (2019). Four Constructions of Asymptotically Optimal Codebooks via Additive Characters and Multiplicative Characters. Mathematics, 7(12), 1144. doi:10.3390/math7121144Wei, X., Zhang, H., Gong, X., Wei, X., Dang, C., & Zhi, T. (2020). Intrinsic Cross-Correlation Analysis of Hydro-Meteorological Data in the Loess Plateau, China. International Journal of Environmental Research and Public Health, 17(7), 2410. doi:10.3390/ijerph17072410Wang, J., Wang, L., Xi, X., Miran, S. M., & Xue, A. (2020). Estimation and Correlation Analysis of Lower Limb Joint Angles Based on Surface Electromyography. Electronics, 9(4), 556. doi:10.3390/electronics9040556Schreiber, T. (2000). Measuring Information Transfer. Physical Review Letters, 85(2), 461-464. doi:10.1103/physrevlett.85.461Tehrani-Saleh, A., & Adami, C. (2020). Can Transfer Entropy Infer Information Flow in Neuronal Circuits for Cognitive Processing? Entropy, 22(4), 385. doi:10.3390/e22040385Overbey, L. A., & Todd, M. D. (2009). Dynamic system change detection using a modification of the transfer entropy. Journal of Sound and Vibration, 322(1-2), 438-453. doi:10.1016/j.jsv.2008.11.025Calkins, H., Reynolds, M. R., Spector, P., Sondhi, M., Xu, Y., Martin, A., … Sledge, I. (2009). Treatment of Atrial Fibrillation With Antiarrhythmic Drugs or Radiofrequency Ablation. Circulation: Arrhythmia and Electrophysiology, 2(4), 349-361. doi:10.1161/circep.108.824789Ouyang, F., Bänsch, D., Ernst, S., Schaumann, A., Hachiya, H., Chen, M., … Kuck, K.-H. (2004). Complete Isolation of Left Atrium Surrounding the Pulmonary Veins. Circulation, 110(15), 2090-2096. doi:10.1161/01.cir.0000144459.37455.eeChen, S.-A., Hsieh, M.-H., Tai, C.-T., Tsai, C.-F., Prakash, V. S., Yu, W.-C., … Chang, M.-S. (1999). Initiation of Atrial Fibrillation by Ectopic Beats Originating From the Pulmonary Veins. Circulation, 100(18), 1879-1886. doi:10.1161/01.cir.100.18.1879SOTOMI, Y., KIKKAWA, T., INOUE, K., TANAKA, K., TOYOSHIMA, Y., OKA, T., … FUJII, K. (2014). Regional Difference of Optimal Contact Force to Prevent Acute Pulmonary Vein Reconnection During Radiofrequency Catheter Ablation for Atrial Fibrillation. Journal of Cardiovascular Electrophysiology, 25(9), 941-947. doi:10.1111/jce.12443BALK, E. M., GARLITSKI, A. C., ALSHEIKH-ALI, A. A., TERASAWA, T., CHUNG, M., & IP, S. (2010). Predictors of Atrial Fibrillation Recurrence After Radiofrequency Catheter Ablation: A Systematic Review. Journal of Cardiovascular Electrophysiology, 21(11), 1208-1216. doi:10.1111/j.1540-8167.2010.01798.xAd, N., Holmes, S. D., Patel, J., Je, H. G., & Shuman, D. J. (2017). The Need for Consistent Predictors of Success for Surgical Ablation of Atrial Fibrillation. Innovations: Technology and Techniques in Cardiothoracic and Vascular Surgery, 12(6), 421-429. doi:10.1097/imi.0000000000000426Njoku, A., Kannabhiran, M., Arora, R., Reddy, P., Gopinathannair, R., Lakkireddy, D., & Dominic, P. (2017). Left atrial volume predicts atrial fibrillation recurrence after radiofrequency ablation: a meta-analysis. EP Europace, 20(1), 33-42. doi:10.1093/europace/eux013Ropella, K. M., Sahakian, A. V., Baerman, J. M., & Swiryn, S. (1989). The coherence spectrum. A quantitative discriminator of fibrillatory and nonfibrillatory cardiac rhythms. Circulation, 80(1), 112-119. doi:10.1161/01.cir.80.1.112Cervigón, R., Moreno, J., Sánchez, C., Reilly, R. B., Villacastín, J., Millet, J., & Castells, F. (2008). Atrial fibrillation organization: quantification of propofol effects. Medical & Biological Engineering & Computing, 47(3), 333-341. doi:10.1007/s11517-008-0421-0Cervigón, R., Moreno, J., Reilly, R. B., Pérez-Villacastín, J., & Castells, F. (2012). Quantification of anaesthetic effects on atrial fibrillation rate by partial least-squares. Physiological Measurement, 33(10), 1757-1768. doi:10.1088/0967-3334/33/10/175

Educational provision to students with autism spectrum disorders

La investigación describe cómo se realiza la escolarización del alumnado con TEA y sus necesidades educativas. El estudio se lleva a cabo en Sevilla capital con datos a partir de entrevistas a 96 profesores con alumnos con TEA en Educación Primaria y Secundaria. Concretamente, en las entrevistas se recogen datos sobre la escolarización de este alumnado, los apoyos que recibe en el contexto escolar, el grado de coordinación entre los profesionales, el conocimiento del diagnóstico del niño con TEA por parte del profesorado, las modificaciones en el horario escolar realizadas para adaptarse a sus necesidades y otros tipos de adaptaciones llevadas a cabo, desde las curriculares a los programas individualizados. Entre los resultados se obtiene que el 52% del alumnado con TEA detectado acude a centros de educación especial. Esa escolarización en centros especiales aumenta conforme avanza la edad de este alumnado, por lo que de los resultados se extrae la necesidad de realizar un mayor esfuerzo para lograr la inclusión del alumnado con TEA en las etapas educativas superiores. Otros aspectos dignos de mejora en cuanto a la atención educativa del alumnado con TEA, derivados del estudio, hacen referencia al número de horas que reciben de intervención logopédica y de psicomotricidad, la presencia de monitores o educadores, la existencia de una red específica de apoyo al profesorado en la intervención con autismo, la aplicación de adaptaciones curriculares individualizadas que facilite la integración en el grupo y medidas que faciliten la coordinación entre los profesionales implicados.This study describes the educational provision and potential educational needs of pupils with Autism Spectrum Disorders (ASD). Data on educational provision of pupils with ASD in Primary and Secondary education in the city of Seville were collected through 96 interviews with their teachers. The interviews obtained information relative to the pupils' placements, support within the school scope, degree of coordination among staff, teachers' knowledge of the diagnosis in ASD children, timetable adjustments and other adaptations, from curriculum related ones to individualized education plans. Results show that 52% of pupils are in special schools. The placement in special schools increases with age. Therefore, a greater effort for inclusion of pupils in secondary education seems necessary. Other aspects derived from the study that demand improvement, when addressing the educational attention given to ADS students, are the number of hours devoted to speech and motor therapy, the number of teaching assistants, the need for a specific support network for teachers dealing with children with autism, the development of individualized educational plans to lead to the integration of the group and measures to encourage additional collaboration among staff

La prevalencia de los Trastornos del Espectro Autista (TEA) en la población escolar de la ciudad de Sevilla

El preprint está en español y la versión publicada en inglésA preliminary task for the design and development of interventions for differentgroups of people with disabilities is to determine the prevalence rate of the target population to which the interventions are directed. In the case of Autism Spectrum Disorder (ASD), the determination of such a percentage remains a controversial matter; and when combined with educating these people, makes detection, identification and diagnosis of the disorder an important challenge. In this research a study of the prevalence of ASD is presented for the compulsory, school-age population of children in the city of Seville, Spain. The results were analysed as a function of age and gender of the subjects, the schooling type, and the different diagnostic categories that are considered within Autism Spectrum Disorder. These results demonstrate prevalence rates similar to those results recently obtained in other studies carried out both in and outside of Spain.Una tarea previa al diseño y desarrollo de actuaciones destinadas a los diferentes grupos de personas con discapacidad es la determinación de las tasas de prevalencia de la población diana a la que van dirigidas. En el caso de los Trastornos del Espectro Autista (TEA) la determinación de tales tasas no deja de ser un asunto controvertido que hace que al reto de cómo educar a estas personas, se sume el de su detección, identificación y diagnóstico. En este trabajo se presenta un estudio sobre la prevalencia de los TEA entre la población escolarizada en las etapas obligatorias en la ciudad de Sevilla (España). Los resultados son analizados en función del sexo y edad de los sujetos, según el tipo de escolarización y atendiendo a las diferentes categorías diagnósticas que se consideran TEA. Tales resultados arrojan tasas de prevalencia similares a los obtenidos recientemente en otros estudios realizados tanto en nuestro país como fuera de él.European CommissionMinisterio de Trabajo y Asuntos Sociales (España

Support, inclusion, and Special Education teachers’ attitudes toward the education of students with Autism Spectrum Disorders

This study is aimed at assessing special education teachers’ attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers’ attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.Ministerio de Educación y Ciencia (España) (Proyecto PSI2010-17401)Consejería de Innovación, Ciencia y Empresa, Junta de Andalucía (España

Percepción universitaria de las clases virtuales durante la COVID-19

As a result of the declaration of the global pandemic due to COVID-19, universities around the world had to adapt their classes to the online mode for long periods or alternate this mode with face-to-face. The lack of planning related to this change could have consequences on teaching. This study aimed to know the perception of university students about online classes during this pandemic period and to analyze some variables associated with the degree of acceptance of these classes. To do this, 266 students belonging to 20 different degrees and 14 Spanish universities have been surveyed. A questionnaire was developed based on previous studies to collect information on the experience of the students with the online modality, the comparison between the online and face-to-face modality in terms of advantages and disadvantages, and satisfaction with the online modality. The results indicate that more than half of the students surveyed prefer face-to-face training, although they perceive some advantages associated with online training. Students also perceived face-to-face training as more effective in achieving learning objectives. Satisfaction with online teaching was related to greater interaction with peers, greater student involvement in training, and better perception of the role the teacher.A raíz de la declaración de la pandemia mundial debida a la COVID-19, las universidades de todo el mundo tuvieron que adaptar sus clases a la modalidad en línea durante largos períodos o alternar esta modalidad con la presencialidad. La escasa planificación con la que se pudo afrontar este cambio pudo tener consecuencias sobre la enseñanza. Este estudio se ha dirigido a conocer la percepción del alumnado universitario sobre las clases en línea durante este período de pandemia y a analizar algunas variables asociadas al grado de aceptación de estas clases. Para ello se ha encuestado a 266 estudiantes pertenecientes a 20 titulaciones distintas y a 14 universidades españolas. Se elaboró un cuestionario a partir de estudios previos para recoger información sobre la experiencia que los estudiantes tenían con la modalidad en línea, ventajas e inconvenientes respecto a la presencial y el grado de satisfacción. Los resultados señalan que más de la mitad de los estudiantes encuestados prefiere la formación presencial, aunque perciban algunas ventajas de la modalidad en línea. Los estudiantes también percibieron como más eficaz la formación presencial para conseguir los objetivos de aprendizaje. La satisfacción con la enseñanza en línea se relacionó con la mayor interacción con los compañeros, la mayor implicación del estudiante en la formación y la mejor percepción del rol desempeñado por el docente