<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672022000200052</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i25.1336</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento académico de estudiantes universitarios al final de la transición de la educación presencial a la educación en línea por el covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic performance of university students at the end of the transition from face-to-face education to online education due to COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desempenho acadêmico de universitários ao final da transição do ensino presencial para o ensino online devido à covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Go&#769;mez Miranda]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jime&#769;nez Garci&#769;a]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Polite&#769;cnico Nacional Unidad Profesional Interdisciplinaria de Ingenieri&#769;a y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Me&#769;xico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politecnico Nacional Unidad Profesional Interdisciplinaria de Ingenieri&#769;a y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Me&#769;xico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000200052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las universidades del mundo en el año 2019 tuvieron que hacer frente al problema de continuar las actividades escolares a distancia debido a la emergencia sanitaria por covid-19. A la fecha, se siguen evaluando los resultados y el impacto que dejó en los estudiantes el cambio tan brusco de modalidad. Por lo anterior, este trabajo planteó como objetivo identificar los factores que influyen en el rendimiento académico de los estudiantes universitarios al pasar de la modalidad presencial a la modalidad a distancia durante la contingencia sanitaria por covid-19. La metodología fue descriptiva y cuantitativa de tipo predictiva; se aplicó un cuestionario a 247 alumnos, se realizaron correlaciones para conocer las variables de mayor impacto, se elaboró un modelo por el método de mínimos cuadrados ordinarios. En los resultados se encontró que las variables que influyen en aumentar el rendimiento académico de los estudiantes fueron el uso de Google Classroom (0.015), videoconferencia (0.238), recursos didácticos (0.248), acceso a páginas web (0.238), videos (0.234), preguntas dirigidas (0.228), participación en chat (0.187), pizarra digital (0.268), cumplimiento de objetivos (0.009) y evaluación en línea (0.009); se encontró que los mensajes a través de una plataforma educativa influyen de forma negativa en el rendimiento académico (-0.023). Se concluye que las autoridades académicas deben gestionar la capacitación y el uso de recursos tecnológicos educativos (Google Classroom, videoconferencia, recursos didácticos, acceso a páginas web, videos, chat y pizarra digital) para favorecer el proceso de enseñanza y el rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In 2019, the Covid-19 health emergency required universities around the world to face the challenge of continuing classes during lockdown. In order to do so, classes were delivered online. The results and the impact of that sudden change are still being evaluated. The objective of the work was to identify the factors that influenced the academic performance of university students, when moving from face-to-face to distance classes during the health contingency by COVID19. The methodology was descriptive and quantitative of predictive type; a questionnaire was applied to 247 students, correlations were made to know the variables with the greatest impact, a model was elaborated by the method of ordinary least squares. Results: it was found that the variables that influenced increasing the academic performance of the students were: The use of Google Classroom (0.015), videoconference (0.238), didactic resources (0.248), access to Web pages (0.238), videos (0.234), directed questions (0.228), participation in chat (0.187), digital whiteboard (0.268), achievement of objectives (0.009) and online evaluation (0.009); It was found that the messages through a learning platform have a negative influence on academic performance (-0.023). It is concluded that the academic authorities must manage the training and use of technological online learning tools (Google Classroom, videoconference, didactic resources, access to web pages, videos, chat and digital whiteboard) that allow improving the teaching process and therefore reflect higher academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As universidades do mundo em 2019 tiveram que enfrentar o problema de continuar as atividades escolares remotamente devido à emergência sanitária causada pela covid-19. Até o momento, os resultados e o impacto que uma mudança tão abrupta de modalidade deixou nos alunos ainda estão sendo avaliados. Portanto, este trabalho teve como objetivo identificar os fatores que influenciam o desempenho acadêmico de estudantes universitários ao passar da modalidade presencial para a modalidade a distância durante a contingência de saúde por covid-19. A metodologia foi descritiva e quantitativa do tipo preditiva; Aplicou-se um questionário a 247 alunos, fizeram-se correlações para determinar as variáveis de maior impacto e desenvolveu-se um modelo utilizando o método dos mínimos quadrados ordinários. Nos resultados, verificou-se que as variáveis que influenciam no aumento do desempenho acadêmico dos alunos foram o uso do Google Classroom (0,015), videoconferência (0,238), recursos didáticos (0,248), acesso a páginas da web (0,238), vídeos (0,234 ), perguntas direcionadas (0,228), participação em chat (0,187), lousa digital (0,268), cumprimento de objetivos (0,009) e avaliação online (0,009); Constatou-se que as mensagens por meio de uma plataforma educacional influenciam negativamente o desempenho acadêmico (-0,023). Conclui-se que as autoridades acadêmicas devem gerenciar a formação e uso dos recursos tecnológicos educacionais (Google Classroom, videoconferência, recursos didáticos, acesso a páginas web, vídeos, chat e lousa digital) para favorecer o processo de ensino e o desempenho acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Classroom]]></kwd>
<kwd lng="es"><![CDATA[continuidad académica]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[Google]]></kwd>
<kwd lng="es"><![CDATA[herramientas tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[promedio]]></kwd>
<kwd lng="es"><![CDATA[videoconferencias]]></kwd>
<kwd lng="en"><![CDATA[academic continuity]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[average]]></kwd>
<kwd lng="en"><![CDATA[google classroom]]></kwd>
<kwd lng="en"><![CDATA[online and distance education]]></kwd>
<kwd lng="en"><![CDATA[technology tools]]></kwd>
<kwd lng="en"><![CDATA[video conferencing]]></kwd>
<kwd lng="pt"><![CDATA[Sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[continuidade acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[educação online]]></kwd>
<kwd lng="pt"><![CDATA[Google]]></kwd>
<kwd lng="pt"><![CDATA[ferramentas tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[média]]></kwd>
<kwd lng="pt"><![CDATA[videoconferências]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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