<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802019000200138</article-id>
<article-id pub-id-type="doi">10.32870/ap.v11n2.1521</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las plataformas de formación virtual: algunas variables que determinan su utilización]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning management system: Variables that determine its use]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prete]]></surname>
<given-names><![CDATA[Annachiara Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Centro de Investigación en Educación Inclusiva ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></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>11</volume>
<numero>2</numero>
<fpage>138</fpage>
<lpage>153</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802019000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802019000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802019000200138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las plataformas de formación virtual son consideradas por el profesorado como herramientas tecnológicas con fuertes potencialidades didácticas. Esta percepción viene determinada, entre otras variables, por su frecuencia de utilización, su dominio técnico y didáctico, y por las correlaciones entre ambos dominios, así como la frecuencia de utilización. El supuesto principal de la investigación es que las competencias en el uso técnico y pedagógico de las herramientas digitales, que presenta el profesorado, promueven la utilización del ambiente virtual de aprendizaje (AVA) en el aula y el cambio en la metodología empleada. El estudio es de tipo no experimental, ex post facto con un muestreo no probabilístico. La encuesta se aplicó a una población de 640 docentes de una institución de educación superior técnico profesional de Chile. Los resultados hacen evidente la importancia del dominio didáctico de las herramientas digitales sobre el dominio técnico para que el docente las incorpore a su práctica educativa. Al considerar que el profesorado reconoce que posee un mayor dominio técnico que didáctico de estas herramientas, se comprende el mayor uso del AVA para la realización de tareas de gestión y administrativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teachers consider the Virtual Learning Environment a technological tool with strong didactic potential. This perception is validated by the frequency of its use both in technical and didactic spheres, which frequently interweave with each other. The main assumption of our research is that those technical and pedagogical competences of the digital tools have promoted the use of the Virtual Learning Environment (AVA) in class causing a change of the methodology used as a result. The study is a non-experimental one but an ex post facto with non-probabilistic sampling. The survey was carried out on a population of 640 teachers of a professional technical higher education institution in Chile. The results showed that, in order to incorporate digital tools into their educational practice, teachers should emphasize the didactic domain of those device over the technical one. In conclusion, it has been highlighted that the teaching staff uses AVA mainly to accomplish administrative tasks to the detriment of the didactic use.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[LMS]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[LMS]]></kwd>
<kwd lng="en"><![CDATA[digital competences]]></kwd>
<kwd lng="en"><![CDATA[teaching competences]]></kwd>
</kwd-group>
</article-meta>
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