<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732024000200010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis integral de la operatividad de la Aulas Híbridas en la Universidad Veracruzana]]></article-title>
<article-title xml:lang="en"><![CDATA[Comprehensive analysis of the operation of the Hybrid Classroom at the Universidad Veracruzana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gazca Herrera]]></surname>
<given-names><![CDATA[Luis Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía Gracia]]></surname>
<given-names><![CDATA[César Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Culebro Castillo]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>95</numero>
<fpage>10</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732024000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732024000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732024000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen La pandemia por Covid-19 aceleró los procesos de innovación educativa, y como consecuencia una inversión significativa por parte de Instituciones de Educación Superior (IES) para estar actualizados en su infraestructura tecnológica y apoyar los procesos de enseñanza-aprendizaje, sobre todo en opciones híbridas. Al concluir la pandemia surgió la problemática de poner en operatividad bajo un modelo pedagógico las aulas híbridas (AH). La presente investigación tuvo como objetivo realizar un análisis en la Universidad Veracruzana sobre la operatividad que tienen las AH para establecer acciones enfocadas a su uso eficiente. La metodología utilizada es un análisis documental, descriptivo, transversal con enfoque mixto. Los resultados muestran que se tiene desconocimiento por parte de los académicos y de las áreas directivas sobre la operatividad técnica y pedagógica de las aulas por lo que se proponen acciones que permitan explotar al máximo esta herramienta tecnológica en apoyo de los procesos de enseñanza-aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The Covid-19 pandemic accelerated the educational innovation processes, resulting in a significant investment by Higher Education Institutions (IES) to be updated in the technological infrastructure to support teaching-learning processes, especially in hybrid options. When conclude the pandemic, arose the problem of putting hybrid classrooms (AH) into operation under a pedagogical model. The objective of this research was to carry out an analysis in an IES about the operationality of AH to establish actions focused on their efficient use. The methodology used is documentary, descriptive, cross-sectional analysis with a mixed approach. The results show that there is a lack of knowledge on the part of the academics and the management areas about the technical and pedagogical operation of the classrooms, for which reason actions are proposed that allow the maximum operation of this technological tool in support of the teaching-learning processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aulas híbridas]]></kwd>
<kwd lng="es"><![CDATA[análisis operativo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación digital]]></kwd>
<kwd lng="es"><![CDATA[educación mixta]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enfoques de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza tecnológica]]></kwd>
<kwd lng="en"><![CDATA[Digital education]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[hybrid classroom]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning approaches]]></kwd>
<kwd lng="en"><![CDATA[mixed education]]></kwd>
<kwd lng="en"><![CDATA[operational analysis]]></kwd>
<kwd lng="en"><![CDATA[technological education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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