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Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a neutrosophic study on attitudes towards virtual technology, with a special focus on the "Experience Machine". Employing a methodology that incorporates the theory of indecision and neutrality into response analysis, the perceptions of 50 university students were investigated. Opinions and feelings were transformed into neutrosophic numbers to calculate contradiction and conduct a detailed analysis. The results indicate a predisposition towards agreement with virtual technology, although notable indecision and a significant presence of neutral attitudes were detected. The correlations and clustering methods applied reveal a complex dynamic of attitudes, challenging binary interpretations and highlighting the need for more nuanced strategies. This neutrosophic approach offers new perspectives for the development and marketing of innovative technologies, recognizing the diversity of emotions and opinions in user responses to emerging technologies. [ABSTRACT FROM AUTHOR]

The article presents teaching trends in terms of preferences for teaching modalities for their subjects (face to face, blended or virtual) after having gone through the COVID-19 pandemic, during which it was forced to sustain teaching virtually. An exploratory, descriptive study was carried out, with a non-experimental design, supported by a mixed approach, so that data of a qualitative and quantitative nature were worked with. 169 Argentine university professors participated and responded to a questionnaire in which they were asked about their preferred subject teaching modality, as well as the reasons that justify said choice. The results show a majority choice of blended learning, understood by teachers as a modality that meets the needs of the student, who allows, by combining face-to-face and virtuality, to access certain advantages over pure pedagogical options and ensure higher levels of inclusion. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The virtualization of substantive processes in universities is advancing by leaps and bounds, today it acquires particular relevance for an education that is approached as a social and dynamic system, emphasizing the use of new information technologies. The wide spectrum of careers that are offered have led to the appearance of new study modalities and the flexibility of access to continuous improvement from different ranges of opportunities. From the application of theoretical, empirical, statistical research methods, at the percentage level; that well-structured gave the possibility to compare the results. The objective was to present a proposal, supported in a virtual environment to support the development of methodological work in complex teaching disciplines carried out by professors at the University of Pinar del Río and generalized in the Municipal University Center of San Luis. [ABSTRACT FROM AUTHOR]

The aim of this research was to explore the experiences of emergency remote teaching (ERT) during the covid-19 pandemic among students at a public university in the northwest region of Mexico. A descriptive correlational exploratory cross-sectional study was conducted with a nonprobabilistic sample of 1550 students. A survey was designed and validated by experts, and it was implemented online using the Microsoft Forms platform. Findings revealed that more than half of the students demonstrated very good or excellent proficiency in virtual platforms. Additionally, 28% of women experienced a difficult or very difficult adaptation process to the platforms, while this percentage was lower among men (20.9%). Students expressed that the academic performance of their instructors during ERT ranged from average to good, but the majority indicated that instructors were not adequately prepared to conduct classes in this modality, since teaching through virtual platforms requires planning and designing strategies. Despite both teachers and students became familiar with digital tools during the pandemic, it is recommended to encourage synchronous digital environments for teachers and explore didactic strategies for asynchronous ones. [ABSTRACT FROM AUTHOR]

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives. [ABSTRACT FROM AUTHOR]

This case study is qualitative, exploratory and descriptive. Its objective is to describe and analyse institutional suggestions and requirements about the use of digital technologies present in institutional documents of a local University. Content analysis of twelve documentary sources and four interviews was carried out. Eight keywords were selected from specific bibliography. Their presence was recorded in relation to some suggestion or requirement. Compliance with teaching working day on the virtual campus, approval and modifications of the SIED, virtualization of education due to the pandemic, and guidelines for the return to face-to-face activities was highlighted. In the interviews, positive expectations were expressed about the use of digital technologies and their potential in education. [ABSTRACT FROM AUTHOR]

The aim of this study is to characterize the graduate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 students from three seminar editions. The analysis shows three relevant categories regarding online dialogic teaching of writing: time management, synchronous exchange and digital technologies. There are three senses of the temporal dimension: times relative to the seminar schedule, to the student daily life, and to the intellectual process of writing practices. Furthermore, a combination of heavy asynchronous load with synchronous encounters is valued. Regarding the technologies, the students generate environments that take advantages of devices' technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of graduate writing, and its dialogic teaching in the digital world. [ABSTRACT FROM AUTHOR]

As a result of the confinement due to the global pandemic of covid-19, teachers and students found themselves in the inevitable situation of suddenly moving from the traditional face-to- face model to virtual environments, with the demand for new digital skills and computer resources. The purpose of this scientific article was to describe the digital teaching competence, the main problems that the educational community faced to join virtual environments, as well as the proposals that originated to perform expeditiously in this new modality. The research was based on a systematic review of scientific articles on digital teaching competence in virtual environments in the context of the pandemic, in the Scopus database, with the support of Redalyc, Scielo, Dialnet, Elsevier and Google Scholar. The results show that the digital teaching competence still does not present an optimal level, so the most recurring solution proposal is the training and development of the digital teaching competence. Since to date the direction followed by the actors involved in virtual learning is uncertain, this investigation culminates by proposing an alternative solution. [ABSTRACT FROM AUTHOR]

The article explores the perception of undergraduate students at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students' daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode. [ABSTRACT FROM AUTHOR]

Training first-year students in the Teacher Training Program and Bachelor's Degree in Geography, through the resources of virtual classrooms, favors their academic literacy because it promotes significant learning in their educational trajectory. From this perspective, it is essential to focus attention on teaching strategies in digital scenarios and this fact questions us: how to be a teacher in a digital classroom? How to redesign virtual classrooms just not to be not a mere repository of documents and become a place of exchanges and debates? This work explores and redefines the use of the virtual campus in relation to the didactic dimension. Its relevance lies in offering a proposal for pedagogical intervention in digital scenarios, as a contribution, to rethink our teaching decisions and, therefore, consider other ways of teaching and learning before the new generations of students who are protagonists of a techno cultural context. [ABSTRACT FROM AUTHOR]

This article presents dimensions of analysis that became the object of reflection of the teaching practices developed, in the context of pandemic during the years 2020 and 2021, by the students of the career of Teacher training on biological science at UNC. For this purpose, a documentary study was carried out, taking as objects of analysis the reports that the students wrote about their residencies carried out at the higher level and in high school. In the study, categories derived from theoretical references together with new emerging aspects were identified, new dimensions were constructed and, finally, a re-analysis and coding was made taking as reference the new constructed categories. The main results indicate that the students were able to question and challenge their own decisions applying the new meanings that were built from the challenges posed during the practices. [ABSTRACT FROM AUTHOR]

In 2020 and 2021, the international spread of the SARS-COV-2 virus caused academic activities at universities to be carried out virtually. Due to this situation, the face-to-face mobility of the national postgraduate programs affiliated to the National Postgraduate System (SNP) of the National Council of Science and Technology (CONACyT) were affected, so that mobility had to be developed virtually. A questionnaire was designed and applied to graduate students in language and linguistics (n=46), with the purpose of collecting their experiences about the implementation of virtual mobility in their programs. The results showed that virtual mobility is considered as a good alternative, since for the participants this modality allowed them to continue developing their academic activities. Additionally, they consider that virtual mobility can help to avoid costs of transportation, rent housing, and transportation time. Furthermore, virtual mobility gives them the opportunity to be present virtually anywhere to participate and develop academic activities. Based on this, we propose this modality as different way to carry out mobility in postgraduate programs attached to the SNP, which would heed to the diversity of life conditions, and family and working conditions of students who study quality graduate programs in Mexico, thus contributing to a better construction of disciplinary and scientific knowledge. [ABSTRACT FROM AUTHOR]

This research attempts to contribute to the area of oral interactions in online classes during the COVID-19 pandemic in Chile. Specifically, the sample considers two teachers and 85 students in two sixth-grade classes. The analysis was carried out on two levels. The first includes the codification of turns of speaking, according to the system adapted by Howe et al. The second level uses classroom observation in addition to triangulation with interviews held with the two teachers. The analysis reveals that online teaching implies important changes in the form of the class, yet the types of oral interactions are similar to those reported in face-to-face classes. The implications are discussed in the results. [ABSTRACT FROM AUTHOR]

Digital competence and the systematization of experiences applied in the exercise, characterize the teacher's practice. Because of the pandemic, virtuality has demanded the use of technological resources or tools, substantially modifying pedagogical practice, making it necessary to identify systematization processes carried out by the teacher. This is a review article whose objective is to identify the development of digital teaching competences in the experience systematization process. For this purpose, the analysis and synthesis method was applied, with the selection of articles from different databases, applying inclusion and exclusion criteria. From the results of the systematic review of articles, it is concluded that the interaction of pedagogical and digital skills improve professional practice and this contributes to the systematization of experiences. [ABSTRACT FROM AUTHOR]

The teaching of physics as a university course presents different challenges, among which the lack of interest and motivation to study physics in students is one of the most prominent. It has been identified that this demotivation is due to the disconnection that relates physical phenomena with daily life. In addition, the traditional instruction of this subject emphasizes quantitative aspects, which most students fear, and leaves aside qualitative analysis. It has been proven that in order to meaningfully learn scientific concepts and understand the physical world, students need to construct proper mental representations. That is why some authors have proposed simulators that present on the screen a model of the phenomenon studied or information and graphics that are associated. In the last decade, animations and video games in virtual reality have been proposed for the teaching of physics and other science subjects, such as chemistry and geometry. Several authors note the improvement in the assimilation of content and the rapid growth of the learning curve by applying virtual environments in education. Virtual environments are proposed since they motivate students, brings them closer to reality, allowing them to visualize the phenomenon and modify it. Therefore, this work presents the design and preliminary results of a video game for university teaching of the physical concept called Projectile Motion. This was done through a methodology of user-centered design and video game design. [ABSTRACT FROM AUTHOR]

This work aims to evaluate the teaching process of a modeling and simulation workshop taught in virtual mode. Based on the practical cases presented, the participant analyzes the information and interprets it to establish the representation of the behavior of a continuous and discrete production system using the Flexsim and Vensim simulation programs. The result of the didactic evaluation of the workshop was obtained from the evaluation of the 47 participants through a descriptive analysis with a qualitative and quantitative approach. The measurement instrument for data collection and subsequent analysis consisted of three control questionnaires throughout the sessions developed in the workshop. The qualitative analysis established that the student community with the most significant interest in the workshop belongs to the area of industrial engineering; in addition, 75% of the participants established that the knowledge imparted, resolution of doubts, and ease of communication were important characteristics for an adequate analysis of practical cases. Likewise, 89% of the participants thought Flexsim is more user-friendly software. With the qualitative analysis, it was determined that the interpretation of the practical cases allowed reinforcing some of the knowledge of process analysis previously acquired. This evaluation shows that the structure defined in the workshop through sessions, interaction with the members, and analysis of practical cases allowed to analyze the behavior of the processes and that the methodology established in the teaching didactics was adequate. [ABSTRACT FROM AUTHOR]

This In the Argentine Republic, Distance Education (DE) has experienced exponential growth in the last twenty years. Given this context, the objective of this article is to analyze the structural organization and the state of transition in the incorporation of DE in the Argentine national public universities during the pre-pandemic situation. A descriptive investigation with a qualitative approach is carried out from multiple triangulated data sources. The results show that as universities manage change and move towards maturity, DE begins to settle and is reflected in the organizational structure. However, most universities are still in an initial growth period. It is concluded that the adoption of EaD should be studied as a desired state, considering that it is an institutionalization process linked to the preparation and institutional support for DE. [ABSTRACT FROM AUTHOR]

This research work aims to analyze the level of technostress, causes and effects in students of the University of Guadalajara, under the context of online education, during the COVID-19 pandemic. The methodology used is quantitative, descriptive, non-experimental. The instrument used was Salanova’s «technostress» questionnaire (RED-ICT), «effects» by Jena, and «causes» by Suh and Lee, instruments with verifiable acceptable levels of reliability and validity. Survey applied virtually through Google Froms, to a sample of 221 university students. The findings show that students report having a moderate level of technostress. The dimensions that most influence this condition are: work overload, role ambiguity, and individual aspects, such as neuroticism. Regarding the effects, it was found that university students are not satisfied with the online modality; they recognize that their learning has not been entirely satisfactory. It was concluded that it is essential and necessary to propose projects and strategies to reduce this condition in students. It is suggested to take actions and allocate resources, in order to improve the satisfaction, performance and quality of education. [ABSTRACT FROM AUTHOR]

Virtualization allows to complement or replace the presence in the teaching-learning processes, which allows the saving of resources and the adaptation in space - time of the needs of students and teachers according to the availability of technological tools that are currently part of the educational process. A descriptive and experimental research was developed, with a mixed methodological approach, which was projected in three fundamental moments: the first, referred to the critical support of the theoretical, methodological and technological foundations that endorse the educational virtualization process for general studies in university education, the second concerns the characterization of the area under analysis; and the third, based on the configuration of a theoretical-methodological conception to favor virtualization at the level in question, with its respective methodology. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify and compare, using the Motivated Strategies for Learning Questionnaire (MSLQ), the motivation of university students who took virtual classes before and during the COVID-19 pandemic (virtual/virtual), and the motivation of university students who transitioned from face-to-face to virtual learning (face-to-face/virtual). The questionnaire was answered on the Internet by 191 respondents. The SPSS program was employed to analyze the internal consistency of the questionnaire's items, before contrasting the results of students in both learning environments. According to the results, the virtual/virtual group showed more independence by attaching greater value to homework and by having higher expectations for their learning and class performance, while the face-to-face/virtual group attached greater importance to extrinsic motivation and experienced higher levels of anxiety. [ABSTRACT FROM AUTHOR]

The article analyzes the marketing strategies used by educational institutions in Montería, Colombia, to promote and position distance education programs. The importance of marketing and advertising in areas where there is a lack of knowledge about this mode of study is highlighted. It is concluded that greater efforts are required to strengthen key success factors and delve into marketing strategies to increase enrollment in distance education programs. [Extracted from the article]

The present study refers to the digital era and the skill-based learning in university students in Peru. Its goal is to analyze the use of digital tools in the 91 universities of the country by applying an online survey to 20,000 students randomly selected to know the implementation of virtual classrooms and skill-based learning in their universities. This is a very transcendental subject in the current times due to the Information Technology and Communication has become in tools of every day in practically every modern society en the world. Therefore, this fact cannot stay ignored in higher education, mainly in the pandemic context, where it is essential to utilize these tools, including e-learning. A special case is the skill-based learning; because of carrying it out in online manner constitutes a challenge. The authors of this paper do not conform themselves to perform a quantitative study on this subject in Peru, also they propose to carry out a qualitative analysis using the interviewees' opinions in a linguistic scale with terms "Good", "Regular", "Bad", and "I don't know". To perform calculus we applied the 2-tuples model, where linguistic data are aggregated without loss of information. This method allows us to obtain a global result in function of the linguistic scale, which will provide of an easily comprehensible final value to those involved in this study. To the best of the authors' knowledge this is the first time that a study of this kind is carried out in the Peruvian university education by using the 2-tuples method. [ABSTRACT FROM AUTHOR]

With the constant evolution of technologies, education has had to adapt to the new structural realities of society. The analysis of aspects inherent with the role and training needs frame the purpose of this study. The methodology assumed was of a mixed approach, descriptive in nature. 23 teacher authors and 32 tutors of the Basic Education and Initial Education careers were considered as study population. The survey and focus groups were used as strategies to assess the information obtained. The validity and reliability of the instrument yielded significant results. The results reveal that the teachers, authors and tutors are satisfied with the online teaching-learning processes. The evaluation is considered a means to improve the teaching-learning processes. Training needs are raised in technology, evaluation and educational research. It is concluded that the training process, in virtual environments, has relevance contributing to the optimal achievement of the proposed goals. [ABSTRACT FROM AUTHOR]

This qualitative approach study aimed to describe the experience of the professors of the Technological Institute of Sonora, a public university in the State of Sonora, Mexico, about the integration of technological tools in their teaching practice, during the health contingency. Eleven professors participated in an interview through a purposeful sampling for convenience of the bachelor degree in Education. Three categories emerged: a) accelerated transition to the virtual environment, characterized by being confusing, uncertain, complicated, experiencing training and adaptation processes in their homes; b) adaptation to the use of tools that they experienced was experienced in a different way; c) appropriation of technology, characterized by significant changes in attitude. It is concluded that, although the knowledge that was had before the pandemic indicated that the incorporation of technology in educational processes should be gradual and systematic, this was not presented as it is. [ABSTRACT FROM AUTHOR]

This research was developed with the objective of identifying the way in which university students organize their time to receive virtual classes in the time of COVID 19. The quantitative approach was applied, with a multivariate analysis of main components, which allowed identifying the elements that further explain the variability in the information collected, the techniques were documentary and field, the sample consisted of 266 students from the State University of the South of Manabí. In the results, a little significant increase was found in the percentage values of the explained variances, fluctuating from the 50% who organized the time according to their class schedule, to the 42.1 % who used between smartphones, desktop computers and tablets. It is concluded that the study modality imposed by the COVID-19 pandemic has significantly influenced the distribution of students' time to carry out their daily activities. [ABSTRACT FROM AUTHOR]

As a result of the COVID19 pandemic, which imposed virtuality, the implementation of virtual education is accelerated and has an impact on the process of change that has been taking place in terms of the training of engineers by competencies focused on the student. For this reason, the students' perceptions regarding their experience in this situation are investigated. A mixed sample of students who took the 2020 Human Resources Administration subject in the first and second semester is taken. The resulting data on the self-perceptions of students about the development of their skills, their experience in virtuality and impact on pedagogical mediations through different theoretical perspectives. It is of a quantitative and exploratory nature using a virtual survey that allows establishing and understanding which are the most outstanding variables in relation to the phenomenon under study. As results we can express that the outstanding competencies in relation to learning were autonomous learning, time management and teamwork, for both groups, coinciding in the order of importance but not in the percentage of responses. Regarding the experience in virtuality, the second group has a more positive perception of their achievements when comparing virtuality with face-to-face in terms of their learning, the result of their previous journey. Finally, it is concluded that the transit through an imposed virtual education stage caused both students and teachers to develop and improve skills that positively impact the teaching learning process. [ABSTRACT FROM AUTHOR]

The experiential tsunami produced by the pandemic's entry into 2020 provoked a thoughtless pedagogical change, with no possibility of modifying the articulation between virtual teaching and learning processes. Despite the widespread use of electronic devices and their connection to the internet, the lack of a virtual pedagogy showed a lack of strategies, scenarios and guidelines that could only be overcome through the ethics of positivity. From the Didactics of Mathematics, we demand a considered approach to the pedagogical needs required by the new virtual situation, i.e. a comprehensive epistemological approach. [ABSTRACT FROM AUTHOR]

The present research is the product of a systemic and critical vision of the teaching of law in the universities of the country, exposed through a reflective and propositional text on pedagogical methods, the feasibility of assessment instruments and systems in legal teaching, including material and scientific phenomena that address educational practice in our current context. The main objective is to propose an instrumentalist model, which constitutes an alternative to the technical/formalist models, prevailing in teaching practice. This model makes possible the multiplicity of pedagogical approaches in the students, and contributes to form a new diagnosis that promotes integral teaching and meaningful learning, designs of the teaching of the law in the 21st century, accentuated by the exploration and rise of e-learning in the contemporary world. Thus, it is important to combine the objectives sought by contemporary pedagogical systems, the new parameters of performanceargumentation and legal reasoning-and the preponderance of scientific research as a creative source, constructive and methodological for new lawyers who must respond to a globalized, technological, and dynamic world, and that places us before a challenge of dogmatic, technical and phenomenological edges. For didactic purposes, six phrases were chosen from students and teachers, very common in law faculties, and through their analysis, matricial reflections have been made that allow us to distinguish the objectives of our research; thus the reader becomes an active and critical participant, accompanied by the memory or experience of university classrooms. [ABSTRACT FROM AUTHOR]

The article analyzes virtual learning environments as a didactic mediation tool for integral human formation. The contemporary ways of educating deserve to originate the proper management of the resources that the new communication technologies offer, with epistemic assets that arouse knowledge as human confluence. In this relationship, ethical reflections stand out as a coincidence of intentions, justifications, reasons that encourage peaceful, supportive and democratic coexistence. It seeks to reduce the digital divide by reducing socioeconomic distances by providing tools that create just societies. It is a bibliographic investigation from the Rationalist-Deductive approach. [ABSTRACT FROM AUTHOR]

This research analyzes the pedagogical challenges that intercultural education means in the situation of sanitary confinement that the strategies to face COVID-19 present. It means reproducing the values and assets inherent to this pedagogy through the resources that New Technologies of Social Communication offer. They must learn about the physical characteristics of the world, train and develop skills and competencies, raise awareness of the importance of attending to the ways of life that are shared with respect to the validity of dignity as a reality that articulates coexistence; this, in virtual space. It highlights the fact that success in reaching deserves the values that intercultural education promotes. It is an ethnographic investigation when analyzing a specific pedagogical situation. [ABSTRACT FROM AUTHOR]

The research focuses on determining the influence of the quality level of the design of a platform on the collaborative level within a virtual educational community in the teaching of law. The research "Design of a Collaborative Community in Traditional Virtual Educational Systems was taken as a reference", in which the collaboration component with two types of virtual educational systems was measured, with the result that the level of collaboration was higher in a more flexible type of system. The selected population was the Faculty of Law of the University of San Martín de Porres in Peru, which offered virtual-face-to-face diplomas for professional people. The present investigation evaluated the possibility of getting closer to the reasons for having a collaborative environment considering other elements that could influence an associative work within a virtual educational community in the teaching of law. For this reason, other dimensions were analyzed to analyze, considering the dimension "platform design" as a priority, which was measured from the perception of the participants as well, and with it, see the relationship between the quality level of the Platform Design dimension and the Collaborative Community dimension defined in the research cited as a reference. [ABSTRACT FROM AUTHOR]

Introduction: in the context of virtual education, research is needed on the learning styles of each student, which offers them personalized options for their learning process. This project seeks to integrate learning styles to virtual education. For this, it is proposed to incorporate an adaptive component to the learning management tool to facilitate the personalization of content based on variables such as rhythm, style, and student needs. Objective: to develop new functionalities for a Problem Based Learning management tool incorporating an adaptive component that enhances collaboration in virtual courses at the university level. Materials and methods: the method was abductive, divided into three phases: theoretical appropriation, structuring of the proposal, and validation. In addition, there is a transversal phase called Knowledge Transfer and Project Management. To date, the project is in the validation phase. Results: the most important theoretical background in relation to learning styles seen from the history of pedagogy will be presented but recognizing that for the present the question about learning is no longer an exclusive object of study of pedagogy, since said object It is also part of the psychological theories that deal with cognitive processes, as is the case with David Kolb's theory. Conclusions: at this time, they would be very hasty, since the third phase of the project has not been completed. This writing is in phase one: theoretical appropriation. [ABSTRACT FROM AUTHOR]

El artículo discute sobre Educación y virtualidad en tiempos de pandemia del Covid-19 con foco en la virtualización de la educación y recorrido educativo en tiempos virtuales. El artículo también se enfoca en la inserción de los estudiantes del personal docente en las instituciones educativas, de enseñanza de la Lengua y la Literatura.

Education in a pandemic constitutes an important challenge in terms of the possibility of generating and sustaining in virtuality the transference links between teachers and students to promote learning. The Chair of Psychology of the Faculty of Human Sciences of the UNLPam, has been working for several years -both in teaching and research- on aspects related to the subjectivity of teachers and students and the transference links that occur in the educational meeting. During 2020, 2021 it was necessary to incorporate new technologies and introduce changes in the teaching and learning process, trying to enhance the teacher training experience. The students evaluated the development of the Chair, information that contributes to teaching work and contributes to research on transference links, especially in the virtual conditions in which university education is currently developed. [ABSTRACT FROM AUTHOR]

Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable Faced with the new normal promoted by COVID-19, it is proposed to reflect, from a critical perspective, on the current state of Venezuelan public universities located in border cities. From a qualitative and interpretive approach; opinions are triangulated from a particular worldview, to interpret perceptions, conceptualizations, valuations and specify intellectually coherent results about a phenomenon that takes place in complex settings. Venezuelan Universities work to survive and stay active; its actors suffer demotivation driven by a government that hits, and by institutional deficiencies in an environment that demands no response capacity from university students. The virtuality of education covers the spaces; scarcity of technology and resources, without possibilities of updating. Attrition is imminent, and slow destruction quickens its pace. Border towns are dying, and education as a public good is less and less sustainable [ABSTRACT FROM AUTHOR]

Education in recent times has raised transformations in its role and in its way of operating; virtual education being one of the most significant changes. The objective of the study is to determine the factors that influence the expansion of online education in Latin-America. The used methodology was documental review. Four factors were identified: socioeconomic; sociopolitical; socioculture; and sociotechnological. It is concluded that this reality demands institutions not only a change of attitude and openness, but also, the transformation of teaching models and institutional governance. [ABSTRACT FROM AUTHOR]

This article presents the results of an investigation about the self-perception of the level of digital competences in information and communication on 59 students of the tenth semester of Business Administration from la Corporación Politécnico de la Costa Atlántica. A survey was applied with the European framework of digital competences DIGICOMP as reference. The results reveal that most of the students are considered at the advanced level, but still, a large number do not reach that level. [ABSTRACT FROM AUTHOR]

From the sociocritical paradigm and investigation based on participatory actions, this study proposed to analyze the integration of curricular transversality for knowledge management. Findings let us conclude that teacher's praxis is fragmentary, the needs of current challenges of the context as a source for knowledge management, which leads to the integration of the disciplines itself, view as the mediation for knowledge, doing, coexisting and undertaking from context and educational praxis. [ABSTRACT FROM AUTHOR]

The most used educational virtual platforms were analyzed, highlighting functions, characteristics, distribution, focus, etc. Conceptualizing utility and services they offer for teachers and students. It was found that the Canvas, Desire2Learn, and Sakai platforms are the most complete, followed by Moodle and Blackboard; unlike the latter, the former does not have adequate support, nor are they widely used. Regarding Moodle, there are many add-ons created by users; Blackboard is a paid software; Edmodo lacks functions, such as chat. [ABSTRACT FROM AUTHOR]

This article describes a configurable and computable instructional model based on gamification elements. The empirical evaluation of the model is also reported using the software engineering area as the scope of application. In the experimental study two treatments were compared: the traditional dynamics of using a paper document for the Performance Test, and the use of a Virtual Learning Environment configured based in the model; the dependent variables considered were time and score. From the statistical analysis it was possible to conclude that the students did not present significant differences in the scores obtained in both treatments; however, the time turned out to be a variable with significant differences. [ABSTRACT FROM AUTHOR]

This paper describes the research done about the importance of establishing tech-nopedagogical mediation strategies when a Virtual Learning Environment (VLE) is implemented. The objective of this work is to improve the efficiency of the Virtual Tutoring Platform in the teaching-learning process, through the implementation of strategies in the virtual tutoring model of a technological university. The methodological part of the work was developed using a mixed approach: the qualitative part was worked with a focus group and the quantitative part was carried out with cluster sampling. The main contribution of this work is the six categories and strategies proposed, which can be applied to any VLE. The results confirm the importance of guiding the student, establishing communication mechanisms, interaction and application of learning methodologies as well as their relationship with the information communication and technologies. The only limitation so far is that a dedicated server and good bandwidth are required to improve the service. [ABSTRACT FROM AUTHOR]

The research tried to measure the collaborative factor within a virtual environment of the branch of law and determine how much has evolved with respect to another environment analyzed by a research thesis of the same branch, which took a sample with the same characteristics to the sample taken by this article. The research rescues the difference between two types of virtual educational systems: traditional and contemporary. Traditional education systems refer to those platforms that support a virtual scenario with a more rigid structure and a more limited community. On the other hand, contemporary education systems refer to those platforms that support a virtual scenario with a more flexible structure and that houses a wider community. The research thesis that was taken as a reference concluded that the level of the collaboration factor in traditional virtual education systems was very low due to weak companion accompaniment and little interaction on the stage. However, the sample that analyzed the article determined that the collaboration factor had a higher level than the sample analyzed by the thesis, due to improvements in the path that were related to the recommendations provided by said reference research. For this reason, the article rescues as essential that a virtual community is based on collaboration for the benefit of the student, thereby generating less rejection by the branch of law in the teaching-learning process. [ABSTRACT FROM AUTHOR]