<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000100006</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n1.2602</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sin evaluación no hay innovación. Valoración del diseño instruccional de los posgrados virtuales en la Universidad Autónoma de Occidente]]></article-title>
<article-title xml:lang="en"><![CDATA[Without evaluation there is no innovation. Assessment of the instructional design of virtual postgraduate courses at the Universidad Autónoma de Occidente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Nevárez]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velázquez Sagahón]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Occidente  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>6</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A partir del concepto básico de innovación, entendido como la generación de valor, esta investigación evaluó la calidad del diseño instruccional de dos programas de posgrado virtuales de la Universidad Autónoma de Occidente (UAdeO) mediante la validación de un instrumento de diseño instruccional para plataformas en línea, donde se analizaron las posibilidades de incorporar elementos de innovación en estos cursos. Se empleó una metodología basada en la prueba de concepto (PoC) a través de un instrumento que integró las principales dimensiones de un diseño instruccional de calidad: Orientación, Contenidos, Materiales, Tareas, Tutoría y Funcionalidad. Participaron 29 expertos en cursos virtuales de universidades externas a la UAdeO, quienes accedieron a la plataforma virtual y evaluaron los cursos. Los resultados muestran un índice de calidad de 80% para ambos programas, identificando una oportunidad de mejora en la dimensión de tutoría virtual. Al respecto, se discutió la importancia de incorporar procesos innovadores en el acompañamiento tutorial, como herramientas de inteligencia artificial y aprendizaje adaptativo. El instrumento fue validado mediante el Análisis de Componentes Principales (ACP), utilizando el lenguaje de análisis de datos R. Este instrumento robusto se encuentra disponible para su uso en futuros estudios y análisis comparativos, facilitando una evaluación integral y replicable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study explores innovation as the generation of value by assessing the quality of instructional design in two virtual postgraduate programs at the Universidad Autónoma de Occidente (UAdeO). An instructional design evaluation tool tailored for online platforms was validated, focusing on the integration of innovative elements within these courses. A proof-of-concept (PoC) methodology was applied using an instrument that encompassed key dimensions of quality instructional design: Guidance, Content, Materials, Tasks, Tutoring, and Functionality. Twenty-nine external experts from universities outside UAdeO participated by accessing the virtual platform and evaluating the courses. The findings revealed a quality index of 80% for both programs, highlighting a need for improvement in the virtual tutoring dimension. The study emphasizes the potential of incorporating innovative approaches, such as artificial intelligence and adaptive learning tools, in tutorial support. The instrument&#8217;s validity was confirmed through Principal Component Analysis (PCA) using the R statistical software. This validated tool offers a robust framework for future research and comparative studies, enabling comprehensive and replicable instructional design evaluations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[prueba de concepto]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="es"><![CDATA[instrumento de evaluación]]></kwd>
<kwd lng="es"><![CDATA[tutoría virtual]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Proof of Concept]]></kwd>
<kwd lng="en"><![CDATA[Instructional Design]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Instrument]]></kwd>
<kwd lng="en"><![CDATA[Virtual Tutoring]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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