<?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>S1665-61802023000200054</article-id>
<article-id pub-id-type="doi">10.32870/ap.v15n2.2420</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza remota de emergencia durante la pandemia por la covid-19: experiencias en universitarios mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergency remote teaching during the covid-19 pandemic: Experiences among Mexican university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista Jacobo]]></surname>
<given-names><![CDATA[Alejandrina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintana Zavala]]></surname>
<given-names><![CDATA[María Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Lomelí]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>54</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802023000200054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802023000200054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802023000200054&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación fue conocer las experiencias de la enseñanza remota de emergencia (ERE) durante la pandemia por la covid-19 en estudiantes de la Universidad de Sonora, México. Se aplicó un estudio exploratorio descriptivo correlacional de corte transversal a una muestra no probabilística de 1 550 estudiantes. Se diseñó una encuesta que fue validada por expertos y se implementó en línea utilizando la plataforma de Microsoft Forms. Se encontró que más de la mitad de los estudiantes presenta un manejo muy bueno o excelente de las plataformas virtuales, y que 28% de las mujeres experimentó un proceso de adaptación difícil o muy difícil, mientras que en los hombres este porcentaje fue menor (20.9%). Los estudiantes aseguraron que el desempeño académico del profesor durante la ERE fue de regular a bueno, pero la mayoría señala que el profesor no estaba preparado para impartir las clases en esta modalidad, pues la enseñanza mediante las plataformas virtuales requiere planificar y diseñar estrategias. Aunque los docentes y los estudiantes se familiarizaron con herramientas digitales durante la pandemia, se recomienda fomentar en los profesores entornos digitales sincrónicos y buscar estrategias didácticas para los asincrónicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this research was to explore the experiences of emergency remote teaching (ERT) during the covid-19 pandemic among students at a public university in the northwest region of Mexico. A descriptive correlational exploratory cross-sectional study was conducted with a non probabilistic sample of 1550 students. A survey was designed and validated by experts, and it was implemented online using the Microsoft Forms platform. Findings revealed that more than half of the students demonstrated very good or excellent proficiency in virtual platforms. Additionally, 28% of women experienced a difficult or very difficult adaptation process to the platforms, while this percentage was lower among men (20.9%). Students expressed that the academic performance of their instructors during ERT ranged from average to good, but the majority indicated that instructors were not adequately prepared to conduct classes in this modality, since teaching through virtual platforms requires planning and designing strategies. Despite both teachers and students became familiar with digital tools during the pandemic, it is recommended to encourage synchronous digital environments for teachers and explore didactic strategies for asynchronous ones.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[plataformas virtuales]]></kwd>
<kwd lng="es"><![CDATA[universitarios]]></kwd>
<kwd lng="es"><![CDATA[confinamiento]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[virtual platforms]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[confinement]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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