<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412022000100011</article-id>
<article-id pub-id-type="doi">10.24320/redie.2021.24.e11.4366</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Production of Polimedia by University Professors and Degree of Acceptance in the Dominican Republic]]></article-title>
<article-title xml:lang="es"><![CDATA[Producción de polimedia por el profesorado universitario y su grado de aceptación en República Dominicana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palacios-Rodríguez]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero-Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puentes-Puente]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Federico Henríquez y Carvajal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Dominicana</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412022000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412022000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412022000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of video in distance education contexts and in virtual training is essential. This study presents the results of an experience with 114 university professors from two universities in the Dominican Republic who carried out training activities on the pedagogical bases of the Polimedia systems. The degree of acceptance of the Polimedia system was measured through an adaptation of the Technology Acceptance Model (TAM) developed by Davis in 1989, and the significance of different sociodemographic variables in the model was analyzed. The results demonstrate the high degree of teacher acceptance of the Polimedia system and its relationship with variables such as experience with ICT, as well as the robustness of the TAM. This strengthens the need to establish training plans that focus less on technological aspects and more on the pedagogical dimension.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso del video en contextos de formación a distancia y en actividades de formación virtuales se hace imprescindible. El presente estudio expone los resultados de una experiencia llevada a cabo con 114 profesores universitarios de dos universidades de República Dominicana, quienes realizaron actividades formativas sobre las bases pedagógicas de los sistemas Polimedia. Se mide el grado de aceptación del sistema Polimedia a través de una adaptación del Modelo de Aceptación Tecnológica (TAM) formulado por Davis en 1989 y se analiza la significación de diferentes variables sociodemográficas en el modelo. Los resultados demuestran el alto grado de aceptación entre los docentes hacia el sistema Polimedia y su relación con variables como la experiencia con las TIC, así como la robustez del TAM. De esta manera, se afianza la necesidad de establecer planes de formación que no se centran tanto en aspectos tecnológicos, sino en la dimensión pedagógica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[training of trainers]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
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