<?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>S1665-26732018000100069</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje colaborativo y fases de construcción compartida del conocimiento en entornos tecnológicos de comunicación asíncrona]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative learning and phases of shared knowledge construction in asynchronous communication environments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos Ramírez]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Niño]]></surname>
<given-names><![CDATA[Shamaly Alhelí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma &#8220;Benito Juárez&#8221;  ]]></institution>
<addr-line><![CDATA[ Oaxaca]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>76</numero>
<fpage>69</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732018000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732018000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732018000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo se exploran los procesos de construcción compartida del conocimiento desarrollados por pequeños grupos de estudiantes en un entorno tecnológico de comunicación asíncrona. Se realizó un estudio cualitativo de casos múltiples en donde participaron tres grupos de estudiantes universitarios que cursaban una licenciatura en línea. El procedimiento de análisis consistió en identificar cadenas socio-cognitivas dentro de la interacción asíncrona de los estudiantes y en caracterizarlas de acuerdo con cuatro fases de construcción del conocimiento: i) esclarecimiento/organización de la tarea, ii) síntesis y acuerdos finales, iii) elaboración de significados/propuestas, y iv) intercambio de información/ideas iniciales. Los resultados revelaron que los grupos de estudiantes prestan mayor interés a la organización de la tarea y al intercambio de información y, en detrimento, hay menos elaboración de significados propios sobre la tarea. Asimismo, se identificaron cuatro patrones de interacción grupal derivados del nivel de implicación y la profundidad del diálogo establecido por los estudiantes durante de la tarea. Concluimos que los grupos de estudiantes tienen dificultades para sostener, de manera simultánea, una alta implicación y un diálogo profundo sobre los contenidos de la tarea, y muchas veces carecen de habilidades para explicar y argumentar sus ideas. Finalmente, planteamos algunas propuestas para la intervención del profesorado y la mejora de los procesos colaborativos de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper explores the processes of the shared construction of knowledge developed by small groups of students in technological environments with asynchronous communication. A qualitative multiple case study was carried out with the participation of three groups of university students in an online bachelor&#8217;s degree program. The analysis process consisted of identifying socio-cognitive chains within the asynchronous interaction of students and classifying them into four phases of knowledge construction: i) understanding/ organization of the task, ii) synthesis and final agreements, iii) creation of meaning/proposals, and iv) exchange of information/initial ideas. The results revealed that the groups of students were more interested in the organization of the task and exchange of information, and less interested in the creation of meanings inherent to the task. Furthermore, we identified four group interaction patterns stemming from the participation and profundity of the dialogue established by the students during the task. We conclude that groups of students have difficulty simultaneously sustaining high levels of participation and deep dialogue about the contents of the task, and they often lack the abilities to explain and argue their ideas. Finally, we present some proposals for intervention by the professor and the improvement of collaborative processes by the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior a distancia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje grupal]]></kwd>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[construction of knowledge]]></kwd>
<kwd lng="en"><![CDATA[distance learning in higher education]]></kwd>
<kwd lng="en"><![CDATA[group learning]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
</kwd-group>
</article-meta>
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