<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672022000100029</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i24.1169</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción estudiantil universitaria de los cursos en línea implementados por contingencia covid-19. Un modelo de ecuaciones estructurales]]></article-title>
<article-title xml:lang="en"><![CDATA[University Student Perception of Online Courses Implemented by COVID-19 Contingency. A Model of Structural Equations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção de universitários sobre cursos online implementados devido à contingência da covid-19. Um modelo de equação estrutural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cano Ibarra]]></surname>
<given-names><![CDATA[Salustia Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garza Carranza]]></surname>
<given-names><![CDATA[María Teresa de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Farías]]></surname>
<given-names><![CDATA[José Porfirio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galván Morales]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue validar el modelo de percepción de estudiantes universitarios sobre la educación en línea que se desarrolló de manera emergente por la situación de pandemia de covid-19. Se trató de un estudio cuantitativo que incluyó un análisis factorial exploratorio (AFE), el cual arrojó tres factores que explican 71 % de la varianza. La consistencia interna de la escala fue adecuada: un alfa de Cronbach de 0.938. Con la finalidad de ratificar el modelo obtenido en el AFE, se llevó a cabo un análisis factorial confirmatorio (AFC) en el que participaron 595 estudiantes de licenciatura del Tecnológico Nacional de México en Celaya divididos en dos grupos. Los resultados indican que el modelo de ecuaciones estructurales final cumple con todos los índices de ajuste y, por ende, que el instrumento final de medición es estable. A partir del modelo validado, se pudo asegurar que, según la percepción de los estudiantes, no se tuvieron grandes problemas en adaptarse a los cursos en línea y no se detectaron problemas graves de conectividad y tecnología, pero extrañan la interacción con profesores y compañeros. Además, manifestaron que la manera en que el profesor diseñe y desarrolle el curso es fundamental para el logro de su éxito académico y consideraron que la retroalimentación del profesor es una acción muy valiosa que fortalece el conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to validate the perception model of university students about online education that was developed in an emergent way due to the COVID-19 pandemic situation. It was a quantitative study that included an exploratory factor analysis (EFA), which yielded three factors that explain 71% of the variance. The internal consistency of the scale was adequate: a Cronbach's alpha of 0.938. To ratify the model obtained in the EFA, a confirmatory factor analysis (CFA) was carried out in which 595 undergraduate students from the Tecnológico Nacional de México in Celaya participated, divided into two groups. The results indicate that the final structural equation model complies with all the fit indices and, therefore, that the final measurement instrument is stable. Based on the validated model, it was possible to ensure that, according to the students' perception, there were no major problems adapting to online courses and no serious connectivity and technology problems were detected, but they miss interacting with teachers and classmates. In addition, they stated that the way in which the teacher designs and develops the course is fundamental to achieving their academic success and they considered that the teacher's feedback is a very valuable action that strengthens knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa foi validar o modelo de percepção de estudantes universitários sobre educação online que foi desenvolvido de forma emergente devido à situação de pandemia de covid-19. Foi um estudo quantitativo que incluiu uma análise fatorial exploratória (AFE), que resultou em três fatores que explicam 71% da variância. A consistência interna da escala foi adequada: alfa de Cronbach de 0,938. Para ratificar o modelo obtido no AFE, foi realizada uma análise fatorial confirmatória (CFA) na qual participaram 595 estudantes de graduação do Instituto Tecnológico Nacional do México em Celaya, divididos em dois grupos. Os resultados indicam que o modelo de equação estrutural final atende a todos os índices de ajuste e, portanto, que o instrumento de medida final é estável. Com base no modelo validado, foi possível garantir que, na percepção dos alunos, não houve grandes problemas de adaptação aos cursos online e não foram detectados problemas graves de conectividade e tecnologia, mas sentem falta de interação com professores e colegas. Além disso, afirmaram que a forma como o professor concebe e desenvolve o curso é fundamental para alcançar o seu sucesso académico e consideram que o feedback do professor é uma ação muito valiosa que fortalece o conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis factorial confirmatorio]]></kwd>
<kwd lng="es"><![CDATA[análisis factorial exploratorio]]></kwd>
<kwd lng="es"><![CDATA[ecuaciones estructurales]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[confirmatory factor analysis]]></kwd>
<kwd lng="en"><![CDATA[exploratory factor analysis]]></kwd>
<kwd lng="en"><![CDATA[structural equations]]></kwd>
<kwd lng="en"><![CDATA[online learning assessment]]></kwd>
<kwd lng="pt"><![CDATA[análise fatorial confirmatória]]></kwd>
<kwd lng="pt"><![CDATA[análise fatorial exploratória]]></kwd>
<kwd lng="pt"><![CDATA[equações estruturais]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem online]]></kwd>
</kwd-group>
</article-meta>
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