<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732017000300049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características de los equipos de trabajo universitario en contextos virtuales]]></article-title>
<article-title xml:lang="en"><![CDATA[Characteristics of university working groups in virtual contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejada Garitano]]></surname>
<given-names><![CDATA[Eneko]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garay Ruiz]]></surname>
<given-names><![CDATA[Urtza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Andonegi]]></surname>
<given-names><![CDATA[Ainara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco Escuela Universitaria de Magisterio de Bilbao ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>75</numero>
<fpage>49</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732017000300049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El rendimiento de los equipos de trabajo en el alumnado depende de los roles a través de los que se configuran. El propósito de esta investigación es conocer qué tipo de equipos son los que mejor rendimiento obtienen en contexto virtual y su repercusión en el rendimiento individual. El estudio se llevó a cabo en la Escuela de Magisterio de Bilbao (UPV/EHU) sobre una muestra de 163 estudiantes de educación primaria. El alumnado conformó 31 equipos de trabajo distribuidos según los roles de Belbin y trabajó de forma cooperativa y virtualmente por medio de wikis con el fin de desarrollar objetos de aprendizaje. De la investigación se extrae que los equipos con un equilibrio de varios roles entre sus miembros y una participación activa, tienen mayor garantía de éxito que los que tienen un desdoblamiento de fortalezas y debilidades y no interactúan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The performance of student working groups depends on the roles through which the groups are formed. The purpose of this paper is to identify what types of teams have better performance in a virtual context and what repercussions this has on individual performance. The study was carried out in the Pedagogical School of Bilbao (UPV/EHU) on a sample group of 163 students in the primary school program. The students formed 31 working groups distributed according to the Belbin Team Roles and worked cooperatively and virtually using wikis in order to develop learning tools. The results showed that the teams with a rich balance of roles among their members and with active participation have a higher chance of success than those with a division in strengths and weaknesses and with little interaction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambientes virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[grupos de trabajo]]></kwd>
<kwd lng="es"><![CDATA[papel del estudiante]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[student roles]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[working groups]]></kwd>
</kwd-group>
</article-meta>
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