<?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>S2007-74672025000100180</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2449</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos y Oportunidades en Educación Masiva en Modalidad en línea: Percepciones de calidad de Graduados en Posgrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and Opportunities in Massive Online Education: graduates&#8217; perception on quality education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafios e oportunidades na educação online em massa: percepções de qualidade de graduados de pós-graduação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazán]]></surname>
<given-names><![CDATA[Rodrigo A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salinas]]></surname>
<given-names><![CDATA[Danisa T.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andres Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andres Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100180&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100180&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100180&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La masividad como parte de la oferta académica, en la era de la instantaneidad, puede impactar en la profundización del conocimiento en estudios de posgrado. Esta realidad plantea un desafío a las instituciones de educación superior al implementar un diseño académico riguroso. El presente estudio tiene por objetivo identificar la incidencia de la masividad en las percepciones de los graduados en torno a la calidad de programas de posgrado en educación impartidos en modalidad en línea. Este estudio, de índole cuantitativo descriptivo, aplicó una encuesta en línea enfocada en estándares de calidad de educación virtual en enseñanza universitaria, a un universo de más de 5000 graduados. El análisis estadístico consideró indicadores sociodemográficos de los informantes y diversas dimensiones de calidad: planificación y evaluación, recursos de aprendizaje, apoyo al estudiante, cuerpo académico, y plataforma tecnológica. Los resultados indican que los nudos críticos se relacionan con el proceso de retroalimentación de parte de los docentes y el soporte técnico a los estudiantes. Además, no existen indicios en las percepciones de los estudiantes que den cuenta que la modalidad masiva incida en su visión de calidad de los programas que cursan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Massiveness as part of the academic offer in the era of immediacy may hinder the deepening of knowledge in postgraduate studies. This represents a challenge to higher education institutions in implementing a quality academic design. The present study aims to identify the impact of massiveness on the perceptions and evaluations of graduates regarding the quality of online postgraduate programs in education. This descriptive quantitative study applied a virtual survey focused on quality standards for online education in higher education to a graduating population of over 5,000 students. The statistical analysis procedure considered the sociodemographic indicators of the subjects and quality dimensions focused on planning and evaluation, learning resources, student support, academic staff, and platform. The results indicate that the critical issues are related to teacher feedback and technical support provided to students. However, there is no evidence in students&#8217; perceptions suggesting that the massive format influences their perception of program quality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na era do aprendizado instantâneo, a natureza massiva das ofertas acadêmicas pode impactar a profundidade do conhecimento na pós-graduação. Essa realidade representa um desafio para as instituições de ensino superior na implementação de um design acadêmico rigoroso. Este estudo tem como objetivo identificar o impacto da matrícula massiva na percepção dos egressos sobre a qualidade dos programas de pós-graduação online. Este estudo quantitativo descritivo aplicou uma pesquisa online focada nos padrões de qualidade da educação virtual no ensino universitário a uma amostra de mais de 5.000 egressos. A análise estatística considerou indicadores sociodemográficos dos respondentes e diversas dimensões da qualidade: planejamento e avaliação, recursos de aprendizagem, suporte ao aluno, corpo docente e plataforma tecnológica. Os resultados indicam que as questões críticas estão relacionadas ao processo de feedback do corpo docente e ao suporte técnico aos alunos. Além disso, não há evidências nas percepções dos alunos de que o formato online massivo impacte sua percepção da qualidade dos programas que cursam.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[masividad]]></kwd>
<kwd lng="es"><![CDATA[programas en línea]]></kwd>
<kwd lng="en"><![CDATA[quality]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[massiveness]]></kwd>
<kwd lng="en"><![CDATA[online programs]]></kwd>
<kwd lng="pt"><![CDATA[qualidade]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[formato online massivo]]></kwd>
<kwd lng="pt"><![CDATA[programas online]]></kwd>
</kwd-group>
</article-meta>
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