<?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>S1665-61802024000100056</article-id>
<article-id pub-id-type="doi">10.32870/ap.v16n1.2449</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Mujeres y educación superior a distancia: experiencias rurales y urbanas en la pospandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Women and distance higher education: rural and urban experiences in the post-pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisneros-Cohernour]]></surname>
<given-names><![CDATA[Edith J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez Castillo]]></surname>
<given-names><![CDATA[José Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez Carrillo]]></surname>
<given-names><![CDATA[Ileana del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Contaduría y Administración ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>56</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802024000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802024000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802024000100056&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Durante la pandemia por la covid-19, la educación a distancia experimentó un aumento en su credibilidad, popularidad y ventajas; sin embargo, este cambio afectó desproporcionadamente a grupos vulnerables: a la población con bajos ingresos, con discapacidad, a los grupos indígenas e hijos de migrantes. Si bien se han realizado investigaciones en educación básica al respecto, la información sobre el aprendizaje en línea de estudiantes universitarias es limitada, sobre todo en relación con el género. Por ello, en el presente estudio se encuestó a 1 206 mujeres estudiantes de licenciatura de contextos rurales y urbanos para analizar sus experiencias en las clases a distancia durante el confinamiento. Se encontraron diferencias significativas según el contexto, ya que las mujeres de entornos urbanos valoraban el diseño de tareas y estrategias, así como el diseño instruccional, mientras que las de contextos rurales demandaban una mayor atención de sus tutores. En ambos casos, las participantes carecían de experiencia previa en cursos en línea y de espacios adecuados para el aprendizaje a distancia. Se concluye que estas disparidades requieren más investigación y acciones para reducir la brecha de género en la educación a distancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract During the covid-19 pandemic, distance education witnessed a surge in credibility, popularity, and advantages; however, this change disproportionately impacted vulnerable groups: the low-income population, the disabled, indigenous groups and children of migrants. While research in basic education has been conducted, information regarding online learning experiences of female university students is limited, especially in relation to gender. Therefore, the present study surveyed 1 206 female undergraduate students from rural and urban contexts to analyze their experiences in distance classes during confinement. Significant differences were found according to context, with women from urban settings valuing the design of assignments and strategies, and instructional design, while those from rural contexts demanded greater attention from their tutors. In both cases, participants lacked prior experience with online courses and suitable learning environments. In conclusion, these disparities warrant further investigation and targeted measures to bridge the gender gap in distance education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[contextos de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[learning contexts]]></kwd>
</kwd-group>
</article-meta>
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