<?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>S2007-74672023000200166</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1705</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evidencia empírica de la actitud de estudiantes universitarios ante la educación online en tiempos de Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Empirical evidence of the attitude of university students towards online education in times of Covid-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Evidências empíricas da atitude dos universitários face à educação online em tempos de Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Leyva]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Clara Zafra]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata Lara]]></surname>
<given-names><![CDATA[Helena del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bozas Gómez]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200166&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la presente investigación fue realizar un análisis descriptivo sobre la actitud de los estudiantes de la Facultad de Contaduría y Administración de la Universidad Veracruzana, campus Coatzacoalcos, hacia la educación online durante el periodo de pandemia por la covid-19. Para el procesamiento de la información, se utilizaron datos cuantitativos recolectados con una encuesta que se aplicó a 425 estudiantes por medio de Google Forms. Con los datos recolectados se aplicó una secuencia metodológica para analizar la percepción de la muestra. El estudio fue cuantitativo, de alcance descriptivo y de corte transversal. Los resultados muestran evidencia empírica en torno a que los estudiantes poseen una actitud poco favorable hacia la educación online debido a la carencia de infraestructura, escasa interacción social, estrés y ansiedad. Estos resultados sirven de pauta para diseñar programas educativos (PE) de este tipo en la UV y en otra universidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this research, a descriptive analysis is carried out on the attitude of the students of the Faculty of Accounting and Administration of the Universidad Veracruzana, Coatzacoalcos campus, towards online education during the period of the Covid-19 pandemic. Regarding the processing of information, quantitative data collected with a survey that was applied to 425 students through Google Forms was used. With the data collected, a methodological sequence was applied to analyze the perception of the sample, the study is quantitative with a descriptive and cross-sectional scope. The results show empirical evidence that students have an unfavorable attitude towards online education, this is due to the lack of infrastructure, little social interaction, difficulties in teamwork, stress and anxiety. These results provide guidelines for the design of Educational Programs (EP) of this type at the UV and any other university.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesta pesquisa, é realizada uma análise descritiva sobre a atitude dos alunos da Faculdade de Contabilidade e Administração da Universidad Veracruzana, campus Coatzacoalcos, em relação à educação online durante o período da pandemia do Covid-19. Quanto ao tratamento das informações, foram utilizados dados quantitativos coletados com uma pesquisa aplicada a 425 alunos por meio do Google Forms. Com os dados coletados, foi aplicada uma sequência metodológica para analisar a percepção da amostra, o estudo é quantitativo com escopo descritivo e transversal. Os resultados mostram evidências empíricas de que os alunos têm uma atitude desfavorável em relação à educação online, isso se deve à falta de infraestrutura, pouca interação social, dificuldades no trabalho em equipe, estresse e ansiedade. Esses resultados fornecem diretrizes para o desenho de Programas Educacionais (EP) desse tipo na UV e em qualquer outra universidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación online]]></kwd>
<kwd lng="es"><![CDATA[actitud de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="en"><![CDATA[student attitude]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="pt"><![CDATA[Educação online]]></kwd>
<kwd lng="pt"><![CDATA[atitude estudantil]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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