<?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>S2007-74672023000100114</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1406</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modalidades de aprendizaje y rendimiento académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Modalities of Learning and Performance in Ecuadorian University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modalidades de aprendizagem e desempenho acadêmico em universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Gutiérrez]]></surname>
<given-names><![CDATA[José Marcelino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano Ortega]]></surname>
<given-names><![CDATA[Teres Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Sede Santo Domingo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación realiza un análisis comparativo del rendimiento académico de los estudiantes de una asignatura transversal homologada en diferentes periodos académicos y en diferentes modalidades de estudio (online, b-learning y presencial). La investigación propuesta se ajusta al modelo no experimental, puesto que se analizó la incidencia de las modalidades de estudio en el rendimiento académico de los estudiantes en la asignatura en estudio. Se midió los resultados obtenidos de 361 estudiantes universitarios entre 17 a 25 años de edad (hombres = 54.5 %, mujeres= 45.4 %), en los periodos académicos 201801-201802-201901. Se realizó un procedimiento ad hoc y un tratamiento estadístico descriptivo, comprobación de hipótesis con análisis de varianza, prueba de heterogeneidad de las varianzas (Welch y Brown-Forsythe); finalmente una post hoc de comparación múltiple. Los resultados demuestran que existen diferencias significativas ( &gt; 0.05) con referencia a la modalidad de estudio y el rendimiento académico. Los estudiantes en la modalidad presencial y online no muestran diferencias significativas entre calificaciones, pero los de la modalidad b-learning obtienen mejores resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present research performs a comparative analysis of the academic performance of students in a cross-cutting subject homologated in different academic periods and in different study modalities (online, b-learning and face-to-face). The proposed research conforms to the non-experimental model since the incidence of study modalities on the academic performance of students in the subject under study was analyzed. The results obtained from 361 university students between 17 to 25 years of age (males = 54.5 %, females= 45.4 %), in the academic periods 201801-201802-201901 were measured. An ad hoc procedure and descriptive statistical treatment, hypothesis testing with analysis of variance, test of heterogeneity of variances (Welch and Brown-Forsythe); finally a post hoc of multiple comparison were performed. The results show that there are significant differences ( &gt; 0.05) with reference to the study modality and academic performance. Students in the face-to-face and online modality do not show significant differences between grades, but those in the b-learning modality obtain better results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente investigação procede a uma análise comparativa do desempenho académico dos alunos de uma disciplina transversal aprovada em diferentes períodos letivos e em diferentes modalidades de estudo (online, b-learning e presencial). A investigação proposta enquadra-se no modelo não experimental, uma vez que se analisou a incidência das modalidades de estudo no rendimento académico dos alunos da disciplina em estudo. Foram medidos os resultados obtidos de 361 universitários entre 17 e 25 anos (homens = 54,5%, mulheres = 45,4%), nos períodos letivos 201801-201802-201901. Foi realizado um procedimento ad hoc e um tratamento estatístico descritivo, teste de hipótese com análise de variância, teste de heterogeneidade de variância (Welch e Brown-Forsythe); finalmente uma comparação múltipla post hoc. Os resultados mostram que existem diferenças significativas (&gt; 0,05) no que diz respeito ao tipo de estudo e rendimento académico. Os alunos da modalidade presencial e online não apresentam diferenças significativas entre séries, mas os da modalidade b-learning obtêm melhores resultados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis comparativo]]></kwd>
<kwd lng="es"><![CDATA[blended learning]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[comparative analysis]]></kwd>
<kwd lng="en"><![CDATA[blended learning]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[análise comparativa]]></kwd>
<kwd lng="pt"><![CDATA[ensino híbrido]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zabalza]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diseño y desarrollo curricular]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Narcea]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zapata]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[MOOCs, una visión crítica y una alternativa complementaria: La individualización del aprendizaje y de la ayuda pedagógica]]></article-title>
<source><![CDATA[Campus Virtuales]]></source>
<year>2013</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>20-38</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
