<?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>S2007-74672023000200142</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1652</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ventajas de uso de tecnologías de la información en educación a distancia digital en tiempos de COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Advantages of information technology use on digital distance education during COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Vantagens do uso de tecnologias de informação na educação digital a distância em tempos de COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaime-Vargas]]></surname>
<given-names><![CDATA[José Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Lezama]]></surname>
<given-names><![CDATA[Ana Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto en Educación y Formación Profesional Integral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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=S2007-74672023000200142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Debido a la pandemia provocada por el covid-19, los gobiernos de casi 200 países decretaron el cierre total o parcial de instalaciones educativas presenciales con el fin de frenar la dispersión del virus. Específicamente en México, a mediados de marzo del 2020, se estableció el aislamiento social que obligó la suspensión de actividades educativas presenciales, lo que provocó la implementación de educación en modalidad online, por lo que las tecnologías de la información adquirieron un papel sobresaliente en el sector educativo. El objetivo del estudio, por tanto, es analizar la percepción de los universitarios en modalidad virtual sobre las ventajas de los cursos en línea, en especial en cuanto a herramientas virtuales, interacciones con profesores, interacción con materiales de aprendizaje e interacción dialógica con compañeros, controlando por género. Para eso, se empleó un muestreo no probabilístico con 205 sujetos. La investigación buscó determinar, a través de un diseño cuantitativo y un análisis de ecuaciones estructurales, los puntos que se deben fortalecer para posibilitar el alcance, calidad e igualdad de la oferta educativa en línea. Los hallazgos indicaron que la percepción de herramientas pedagógicas y la interacción dialógica con compañeros afectan positiva y significativamente la apreciación de las ventajas de las clases virtuales. Este artículo, en definitiva, permite conocer la percepción de los estudiantes en relación con las herramientas pedagógicas y si su disposición varía según si es nativo o inmigrante digital. Por último, se considera necesario optimizar los materiales didácticos virtuales, pues se documentó que en la mayoría de los alumnos predomina un estilo de aprendizaje visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In response to the pandemic caused by the COVID-19 the governments of almost 200 countries ordered the total or partial closure of education facilities, known as "lockdown", in order to minimize high rates of transmission of the virus (IESALC-UNESCO, 2020). In Mexico, from mid-March 2020 social isolation was implemented and all face-to-face classes suspended. This triggered widespread use of information technology and quickly became an essential resource to the educational sector in response to lockdown.The study aims to analyze the perception of undergraduate students enrolled in distance education courses, about the advantages of online classes. A non-probabilistic sampling method was used resulting in a sample size of 205 subjects. The sample was quantitively assessed using structural equation models, controlled by gender and considers as predictor variables the benefits of virtual tools and ease of interaction with; professors, learning materials and dialogue with classmates. This study intends to contribute to the development of requirements for online education to promote equity and augment quality. The analysis found that perception of pedagogical online tools and dialogue with classmates has a positive perception and significantly enhances their view about the advantages of online courses. The research infers that the students&#8217; perception about pedagogical tools is a key variable, with their disposition towards technology use fluctuating depending on their digital proficiency. The professor&#8217;s feedback through forums does not represent an advantage in distance learning. The study highlights the need to improve virtual teaching resources around the visual learning style.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Devido à pandemia causada pela Covid-19, os governos de quase 200 países decretaram o encerramento total ou parcial das instalações educativas presenciais, a fim de travar a propagação do vírus. Especificamente no México, em meados de março de 2020, foi estabelecido um isolamento social que obrigou à suspensão das atividades educativas presenciais, o que provocou a implementação da educação na modalidade online, pelo que as tecnologias de informação adquiriram um papel de destaque no setor educativo. O objetivo do estudo, portanto, é analisar a percepção dos estudantes universitários na modalidade virtual sobre as vantagens dos cursos on-line, especialmente em termos de ferramentas virtuais, interações com professores, interação com materiais didáticos e interação dialógica com colegas. Para isso, foi utilizada amostragem não probabilística com 205 sujeitos. A pesquisa buscou determinar, por meio de um desenho quantitativo e de uma análise de equações estruturais, os pontos que devem ser fortalecidos para viabilizar a abrangência, a qualidade e a equidade da oferta educacional online. Os achados indicaram que a percepção das ferramentas pedagógicas e a interação dialógica com os colegas afetam positiva e significativamente a valorização das vantagens das aulas virtuais. Este artigo, em suma, permite-nos conhecer a percepção dos alunos em relação às ferramentas pedagógicas e se a sua disposição varia consoante sejam nativos digitais ou imigrantes. Por fim, considera-se necessário otimizar os materiais didáticos virtuais, uma vez que foi documentado que um estilo de aprendizagem visual predomina na maioria dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[influencia de compañeros]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información]]></kwd>
<kwd lng="es"><![CDATA[cualidades de los profesores]]></kwd>
<kwd lng="es"><![CDATA[clases en línea]]></kwd>
<kwd lng="en"><![CDATA[peer influence]]></kwd>
<kwd lng="en"><![CDATA[information technology]]></kwd>
<kwd lng="en"><![CDATA[teacher qualifications]]></kwd>
<kwd lng="en"><![CDATA[online classes]]></kwd>
<kwd lng="pt"><![CDATA[influência dos pares]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias de informação]]></kwd>
<kwd lng="pt"><![CDATA[qualidades docentes]]></kwd>
<kwd lng="pt"><![CDATA[aulas online]]></kwd>
</kwd-group>
</article-meta>
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