<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662018000300733</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Determinantes de la calidad, la satisfacción y el aprendizaje percibido de la e-formación del profesorado universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Determining Factors in the Quality, Satisfaction, and Perceived Learning in Electronic Learning Courses Taken by University Professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abella]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ausín]]></surname>
<given-names><![CDATA[Vanesa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[Vanesa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hortigüela]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solano]]></surname>
<given-names><![CDATA[Hugo J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Burgos Facultad de Educación Departamento de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Burgos ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Burgos Facultad de Educación Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[Burgos ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada de Santa Cruz de la Sierra Facultad de Ingeniería Laboratorios de Electrónica, Redes y Telecomunicaciones]]></institution>
<addr-line><![CDATA[Santa Cruz de la Sierra ]]></addr-line>
<country>Bolivia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>733</fpage>
<lpage>760</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662018000300733&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662018000300733&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662018000300733&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de esta investigación fue determinar la influencia de los factores pedagógicos y de diseño instruccional, controlados por los instructores, sobre el aprendizaje, la satisfacción y la calidad percibidos por los participantes en cursos de formación de profesorado universitario impartidos en formato e-learnig. Participaron 109 profesores universitarios. Como procedimiento de análisis estadístico se utilizó la regresión por mínimos cuadrados parciales (Partial Least Squares, PLS). Los resultados mostraron que los factores rigor y contenido del curso fueron los predictores de satisfacción (R2 = .66) y calidad (R2 = .55); en tanto los factores contenido del curso, estructura del curso, rigor, interacción profesor-instructor e interacción entre profesores mostraron un impacto positivo y significativo sobre el aprendizaje percibido (R2 = .70).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this research was to determine the influence of pedagogical factors and instructional design, controlled by instructors, on the learning, satisfaction, and quality that participants perceive in electronic learning for training university professors. The participants were 109 university professors. The statistical analysis used partial least squares, PLS. The results showed that rigor and course content predicted satisfaction (R2 = .66) and quality (R2 = .55); while course content, course structure, rigor, teacher/student interaction, and interaction among professors had a significant positive impact on perceived learning (R2 = .70).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[satisfacción en los estudios]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[educación continua]]></kwd>
<kwd lng="en"><![CDATA[electronic learning]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[student satisfaction]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[lifelong learning]]></kwd>
</kwd-group>
</article-meta>
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