<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412019000100122</article-id>
<article-id pub-id-type="doi">10.24320/redie.2019.21.e22.1866</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entornos virtuales de aprendizaje: modelo ampliado de aceptación de la tecnología]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual Learning Environments: Extending the Technology Acceptance Model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urquidi Martín]]></surname>
<given-names><![CDATA[Ana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calabor Prieto]]></surname>
<given-names><![CDATA[María Sol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tamarit Aznar]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412019000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412019000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412019000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Dentro de la actual renovación de las metodologías docentes, las universidades están impulsando el uso de entornos virtuales de aprendizaje como una herramienta básica en la enseñanza presencial, ya que permite flexibilizar e individualizar la educación. El objetivo del presente trabajo es aportar evidencia empírica sobre la percepción que tienen los alumnos respecto a la mejora en su aprendizaje, al adoptar y utilizar entornos virtuales en la enseñanza presencial, a partir del Modelo de Aceptación de la Tecnología ampliado. La población objeto del estudio son 251 casos de estudiantes de primer grado de la Facultat d&#8217;Economia de la Universitat de València. Se ha evidenciado empíricamente, mediante los resultados obtenidos a través de ecuaciones estructurales, la relación e influencia positivas entre la utilidad percibida y la norma subjetiva hacia la variable intención de uso, siendo ésta determinante en el aprendizaje percibido por los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract As part of the ongoing renewal of teaching methodologies, universities are encouraging the use of virtual learning environments as a basic tool in face-to-face teaching settings, as they make it possible to personalize and introduce flexibility into education. The objective of this study is to provide empirical evidence on students&#8217; perception of improvement in their learning by adopting and using virtual environments in traditional classroom settings, on the basis of an extended Technology Acceptance Model. The study population comprises 251 first-year students at the School of Economics of the University of Valencia (Universitat de València). The study results, obtained through structural equations, provide empirical evidence of a relationship in which perceived usefulness and subjective norms positively influence intention to use, which is a determining factor in students&#8217; perceived learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Entorno virtual de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[modelo de aceptación de la tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[metodología didáctica]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[technology acceptance model]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
</kwd-group>
</article-meta>
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