<?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>S1665-61802021000200124</article-id>
<article-id pub-id-type="doi">10.32870/ap.v13n2.2055</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudiar en la universidad virtualizada: una aproximación a perfiles tecnopedagógicos de estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Studying in Virtual University: an approach to students&#8217; technopedagogical profiles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sabulsky]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bosch Alessio]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</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>2</numero>
<fpage>124</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802021000200124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802021000200124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802021000200124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo presenta algunos hallazgos de una investigación en desarrollo sobre preferencias y actividades de estudiantes universitarios en un contexto de educación remota de emergencia. La metodología que se desarrolló es de tipo cualitativa, a través de la aplicación de dos instrumentos cerrados (cuestionarios) y uno abierto (se solicitó la producción de audios con relatos). La principal aportación de este trabajo es la identificación de tres grandes categorías que permitieron organizar las estrategias desarrolladas por los estudiantes durante 2020; estas se denominaron como perfiles Gutenberg, Anfibio y Maker. El perfil Gutenberg define a un grupo de estudiantes cuyas prácticas y preferencias de estudio se vinculan fundamentalmente con tecnologías analógicas; el perfil Anfibio se caracteriza por una combinación de estrategias analógicas y digitales, con énfasis en la emulación de las primeras; mientras que los estudiantes Maker prefieren las tecnologías digitales y son capaces de recrear los recursos didácticos hasta convertirlos en nuevos objetos digitales. Los resultados indican que los estudiantes se apropian de las tecnologías de modo particular y flexible, lo que pone en tensión las categorías nativo digital y milenial, ya que las preferencias y actividades parecen mostrar la presencia de prácticas analógicas junto con otras emergentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents some findings of ongoing investigation on preferences and activities of university students in an emergency remote education context. A qualitative research was developed through the application of two controlled instruments (questionnaires), and a more productive one (recordings of testimonies). The main contribution of this work is the identification of three student profiles based on the strategies they develop to study with technologies in their personal environments. They are known as Gutenberg, Amphibian, and Maker profiles, and some of the main characteristics of their techno-pedagogical practices are described here. The Gutenberg profile defines a group of students whose study practices and preferences are fundamentally linked to analog technologies; the Amphibian profile is defined by the combination of analogical and digital strategies, however, there is an emphasis on the emulation of analog practices. Finally, Maker profiles prefer digital technologies and they are able to recreate teaching resources into new digital objects. The results indicate that students appropriate technologies in a particular and flexible way, which puts in tension the categories native digital and millennial, since preferences and activities seem to show the presence of analogical practices along with other emerging ones.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación remota]]></kwd>
<kwd lng="es"><![CDATA[perfiles tecnopedagógicos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[remote education]]></kwd>
<kwd lng="en"><![CDATA[technopedagogical profiles]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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