<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000100201</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0058-002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cenários híbridos de aprendizagem e a configuração de comunidades virtuais no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Hybrid learning scenarios and the design of virtual communities in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Escenarios de aprendizaje híbrido y diseño de comunidades virtuales en la enseñanza superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[José António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-Trindade]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo. A evolução das tecnologias digitais e das redes de comunicação propiciaram o surgimento de uma sociedade reticular marcada por mudanças acentuadas na economia e no mercado de trabalho, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional e novos cenários de ensino e de aprendizagem. Esta realidade, exige, pois, que se pense, urgentemente, em criar e desenvolver estruturas que respondam a estas mudanças, com instituições digitalmente inovadoras, capazes de transformar a realidade educativa. Com efeito, integrar tecnologias audiovisuais em contexto educativo pode ser uma estratégia muito adequada para revitalizar a experiência educacional, e é precisamente, a criação de cenários híbridos de aprendizagem enriquecidos com a presença do audiovisual que pretendemos analisar, descrevendo o seu impacto na construção de uma comunidade virtual, a partir da análise qualitativa das perceções de vinte estudantes a frequentar o Ensino Superior, a nível de pós-graduação, tendo como referencial os modelos pedagógicos desenvolvido por Garrison e colaboradores (2000) e Moreira (2017). Os resultados revelam que a criação destes cenários híbridos, de um ecossistema de educação digital enriquecido com tecnologias audiovisuais, ancorado nos modelos referenciados, pode ter efeitos muito positivos na criação e desenvolvimento de comunidades virtuais de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The evolution of digital technologies and communication networks has led to the emergence of a reticular society marked by significant changes in the economy and the labor market, driving the birth of new paradigms, models, educational communication processes, and new teaching and learning scenarios. This reality, therefore, demands urgent thought to create and develop structures that respond to these changes, with digitally innovative institutions capable of transforming the educational reality. Integrating audiovisual technologies in an educational context may be a very appropriate strategy to revitalize the educational experience, and it is precisely the creation of hybrid learning scenarios enriched with the presence of the audiovisual that we intend to analyze, describing its impact on the design of a virtual community. For that, we use the qualitative analysis of the perceptions of twenty students attending Higher Education, at postgraduate level, having as reference the pedagogical models developed by Garrison, Anderson &amp; Archer (2000) and Moreira (2017). The results reveal that the creation of these hybrid scenarios, of a digital education ecosystem enriched with audiovisual technologies, anchored in the referenced models, can have very positive effects on the creation and development of virtual learning communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. La evolución de las tecnologías digitales y de las redes de comunicación ha propiciado el surgimiento de una sociedad reticular marcada por importantes cambios en la economía y el mercado laboral, que ha impulsado el nacimiento de nuevos paradigmas, modelos, procesos de comunicación educativa y escenarios de enseñanza y aprendizaje novedosos. Esta realidad exige una reflexión urgente para crear y desarrollar estructuras que respondan a estos cambios, con instituciones digitalmente innovadoras capaces de transformar la realidad educativa. Integrar las tecnologías audiovisuales en un contexto educativo puede ser una estrategia muy adecuada para revitalizar la experiencia educativa, y es la creación de escenarios híbridos de aprendizaje enriquecidos con la presencia del audiovisual lo que se pretende analizar en este artículo, y describir su impacto en el diseño de una comunidad virtual. Para ello, se utiliza el análisis cualitativo de las percepciones de veinte estudiantes que cursan estudios superiores, a nivel de posgrado, y se tiene como referencia los modelos pedagógicos desarrollados por Garrison y colaboradores (2000) y Moreira (2017). Los resultados revelan que la creación de estos escenarios híbridos, de un ecosistema educativo digital enriquecido con tecnologías audiovisuales, anclado en los modelos referenciados, puede tener efectos muy positivos en la creación de comunidades virtuales de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cenários de aprendizagem híbridos]]></kwd>
<kwd lng="pt"><![CDATA[modelo pedagógico virtual]]></kwd>
<kwd lng="pt"><![CDATA[comunidade virtual de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[hybrid learning scenarios]]></kwd>
<kwd lng="en"><![CDATA[virtual pedagogical model]]></kwd>
<kwd lng="en"><![CDATA[virtual learning community]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[escenarios de aprendizaje híbridos]]></kwd>
<kwd lng="es"><![CDATA[modelo pedagógico virtual]]></kwd>
<kwd lng="es"><![CDATA[comunidad de aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Design-based research and technology-enhanced learning environments]]></article-title>
<source><![CDATA[Educational Technology Research and Development]]></source>
<year>2005</year>
<volume>53</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>5-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
