<?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>S2007-74672023000200101</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1536</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio comparativo de las percepciones estudiantiles sobre los escenarios educativos posteriores al confinamiento por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative Study of Student Perceptions about Educational Scenarios after COVID-19 Lockdown]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudo comparativo das percepções dos alunos sobre os cenários educacionais após o confinamento por COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roque Hernández]]></surname>
<given-names><![CDATA[Ramón Ventura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Mendoza]]></surname>
<given-names><![CDATA[Adán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Hernández]]></surname>
<given-names><![CDATA[Rolando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El confinamiento, iniciado en México en marzo de 2020 para prevenir contagios por el virus SARS-CoV-2, implicó un cambio drástico en la manera de impartir y recibir clases. Las actividades migraron a plataformas digitales y continuaron así hasta 2022. El presente trabajo se realizó con los objetivos de caracterizar y comparar las percepciones de estudiantes universitarios de Comercio Exterior acerca de los escenarios educativos posteriores al confinamiento por COVID-19 en dos momentos diferentes: otoño de 2020 y primavera de 2021. Se aplicó un cuestionario a dos grupos independientes. Se utilizó el paquete JASP para analizar las respuestas, se obtuvieron los estadísticos descriptivos y se realizó la prueba Mann-Whitney. También se calculó el factor de Bayes como una forma adicional de analizar las probabilidades en favor de la hipótesis de investigación. Los resultados indicaron que no existen evidencias de que haya existido un cambio en las percepciones estudiantiles. Los hallazgos indican que los alumnos no deseaban continuar con clases remotas; sin embargo, tomarían asignaturas en línea si su costo fuera menor que las presenciales. Asimismo, desearían seguir utilizando MS-Teams como herramienta de comunicación y apoyo. También les gustaría seguir accediendo a las grabaciones de las sesiones. De igual manera, estuvieron de acuerdo en que se deben fortalecer las habilidades tecnológicas y la seguridad informática de los estudiantes universitarios. El estudio de las percepciones estudiantiles debe continuar, ya que los alumnos son actores fundamentales en los procesos educativos y sus opiniones deberían tomarse en cuenta en el diseño de las estrategias institucionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The lockdown started in Mexico in March 2020 to prevent the spread of the SARS-COV2 virus implied a drastic change in the way classes were taught and received. The activities migrated to digital platforms and continued this way until 2022. The present work was conducted with the objectives of characterizing and comparing the perceptions of undergraduate students of Foreign Trade about the educational scenarios after COVID-19 lockdown at two different times: fall 2020 and spring 2021. A questionnaire was administered to two independent groups. The JASP software package was used to analyze the responses. Descriptive statistics were obtained, and the Mann-Whitney test was performed. The Bayes factor was also calculated as an additional way of analyzing the probabilities in favor of the research hypothesis. The results indicated that there is no evidence of a change in student perceptions. The findings show that students did not want to continue with remote classes; however, they would take online courses if their cost was lower than face-to-face classes. They would also like to continue using MS-TEAMS as a communication and support tool. They would also like to continue to have access to session recordings. Similarly, they agreed that the technological skills and cyber security of university students should be strengthened. The study of student perceptions should continue, since students are fundamental actors in educational processes and their opinions should be taken into account in the design of institutional strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O confinamento, iniciado no México em março de 2020 para prevenir infecções pelo vírus SARS-CoV-2, implicou uma mudança drástica na forma de dar e receber aulas. As atividades migraram para plataformas digitais e assim continuaram até 2022. O presente trabalho foi realizado com os objetivos de caracterizar e comparar as percepções de universitários de Comércio Exterior sobre os cenários educacionais após o confinamento pela COVID-19 em dois momentos distintos: outono de 2020 e primavera de 2021. Um questionário foi aplicado a dois grupos independentes. Utilizou-se o pacote JASP para análise das respostas, obteve-se estatística descritiva e realizou-se o teste de Mann-Whitney. O fator de Bayes também foi calculado como uma forma adicional de analisar as probabilidades a favor da hipótese de pesquisa. Os resultados indicaram que não há evidências de que tenha havido uma mudança nas percepções dos alunos. Os achados indicam que os alunos não queriam continuar com as aulas remotas; no entanto, eles fariam cursos online se custassem menos do que os cursos presenciais. Eles também gostariam de continuar usando o MS-Teams como uma ferramenta de comunicação e suporte. Eles também gostariam de continuar acessando as gravações das sessões. Da mesma forma, concordaram que as habilidades tecnológicas e a segurança informática dos estudantes universitários devem ser fortalecidas. O estudo das percepções dos alunos deve continuar, pois os alunos são atores fundamentais nos processos educativos e suas opiniões devem ser levadas em consideração no desenho das estratégias institucionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje semipresencial]]></kwd>
<kwd lng="es"><![CDATA[Confinamiento]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="en"><![CDATA[Electronic learning]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="en"><![CDATA[Lockdown]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem online]]></kwd>
<kwd lng="pt"><![CDATA[Blended learning]]></kwd>
<kwd lng="pt"><![CDATA[Confinamento]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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