<?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>S1665-61802021000100036</article-id>
<article-id pub-id-type="doi">10.32870/ap.v13n1.1942</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias digitales básicas para garantizar la continuidad académica provocada por el Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic digital skills to guarantee the academic continuity caused by Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[George Reyes]]></surname>
<given-names><![CDATA[Carlos Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey Escuela de Humanidades y Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>36</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802021000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802021000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802021000100036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La migración de la modalidad presencial a la no presencial en la educación debido a la pandemia provocada por el Covid-19 ha propiciado la transformación de los escenarios para el aprendizaje. En esta investigación se analizaron las percepciones de los estudiantes respecto a la implementación de estrategias de enseñanza basadas en la interacción comunicativa, así como la selección de materiales para el aprendizaje; asimismo, se consideraron sus opiniones respecto a las herramientas tecnológicas para la evaluación. Los sujetos de estudio fueron estudiantes de bachillerato de una institución educativa privada en México. El análisis fue descriptivo, basado en la aplicación de un cuestionario de escala tipo Likert. La recuperación de los datos se llevó a cabo mediante un formulario digital diseñado exprofeso para la investigación. Participaron 248 estudiantes a punto de concluir el cuarto semestre, en el período enero - junio de 2020. Los resultados revelaron que existió una aceptación favorable de las actividades realizadas por los docentes con herramientas digitales, y se evidenciaron algunas áreas de oportunidad, como: la interacción cara a cara, la escasa diversificación de los contenidos seleccionados para el aprendizaje y la evaluación, además de la ausencia de acciones evaluativas basadas en el uso de foros de debate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The migration from face-to-face to non-face-to-face education due to the pandemic caused by Covid-19 has led to the transformation of learning scenarios. In this research, the perceptions of the students regarding the implementation of teaching strategies based on communicative interaction, the selection of learning materials, and for the evaluation based on the use of technologies were analyzed. The study subjects were high school students from a private educational institution located in Mexico. The study was descriptive, based on the application of a Likert-type scale questionnaire. The recovery of the data was carried out using a digital form designed expressly for the investigation. 248 students who were about to complete the fourth semester in the period January-June 2020 participated. The results revealed that there was a favorable acceptance of the activities carried out by teachers with digital tools, some areas of opportunity were evident, such as face-to-face interaction, the scarce diversification of the content selected for learning and evaluation, and the absence of evaluation actions based on the use of discussion forums.]]></p></abstract>
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<kwd lng="es"><![CDATA[Continuidad académica]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[educación no presencial]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Academic continuity]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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