<?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>S2007-74672017000100063</article-id>
<article-id pub-id-type="doi">10.23913/ride.v7i14.273</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aplicación del punto de umbral en la educación no presencial y la educación convencional, en el caso de la carrera de licenciado agropecuario]]></article-title>
<article-title xml:lang="en"><![CDATA[Application of the threshold point in non-presential education and conventional education, in the case of the agricultural graduate degree]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aplicação limiar Point em não Presencial Educação convencional e Educação, no caso de Agrícola graduada da carreira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Martínez]]></surname>
<given-names><![CDATA[Claudio Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González González]]></surname>
<given-names><![CDATA[Felipe Anastacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Betancourt Núñez]]></surname>
<given-names><![CDATA[Erik Moisés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Ramírez]]></surname>
<given-names><![CDATA[Sergio Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Mata]]></surname>
<given-names><![CDATA[Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<fpage>63</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las Instituciones de Educación Superior, tanto públicas como privadas, procuran llevar a cabo una política universitaria que trata de remediar dificultades académicas, administrativas, docentes y económicas, rechazan el procedimiento de aquellas condiciones que explican tales adversidades. En el mejor de los casos, se observan dificultades demasiados concretas, como la falta tradicional de elementos y equipo, la escasa formación del personal de ciertos niveles administrativos, la incongruencia de locales, elaboración de módulos, presentación de asesorías, y obviamente se establece una relación directa entre la magnitud de estas dificultades y la carencia de recursos financieros. Este estudio aplicó la técnica &#8220;Punto de Umbral&#8221;, de los Valores en Educación No Presencial y Educación Convencional en Instituciones de Educación Superior. El estudio presenta la relación de Valores Fijos y Valores Variables además de la influencia que tiene el número de alumnos en el Valor Total Semestral por Programa, en el caso concreto de la Carrera de Licenciado Agropecuario. Concluyendo que la educación no presencial es menos costosa que la educación convencional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education institutions, both public and private, strive to implement a university policy that seeks to remedy the academic, administrative, educational and economic difficulties, are located before the palpable event that they reject the procedure of those conditions that explain such adversities . At best, there are too many specific difficulties, such as the traditional lack of elements and equipment, the lack of training of staff at certain administrative levels, the inconsistency of premises, the development of modules, the presentation of advisory services and a direct relationship Between the magnitude of these difficulties as well as the lack of financial resources. This study carried out the application of the "Point of Threshold" technique, of the Values &#8203;&#8203;in Non-Presential Education and Conventional Education in Higher Education Institutions. The study presents the relation of fixed values and variable values in addition to the influence that the number of students has on the semester total value per program, in the specific case of the career of licenciado agropecuario. Coming to a conclusion that non-face-to-face education is less expensive than conventional education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Instituições de Ensino Superior, públicas e privadas, visam a prossecução de uma política universitário que tenta remediar dificuldades acadêmicas, administrativas, educacionais e econômicas, rejeitar as condições de processo que explicam tais adversidades. No melhor dos casos, muitas dificuldades específicas, como a tradicional falta de elementos e equipamentos, má formação de determinados níveis administrativos, a incongruência de edifícios, o desenvolvimento de módulos, apresentação de conselho são observadas e, obviamente, estabelece um relação directa entre a magnitude dessas dificuldades e da falta de recursos financeiros. Este estudo aplicou a técnica de "ponto crítico" de valores em distnace Educação e Educação convencional em Instituições de Ensino Superior. O estudo apresenta os Securities relação fixa e valores variáveis, além da influência do número de alunos no valor Semestre Programa total no caso de Pós-Graduação Agrícola Race. Concluindo que a educação não-face é menos onerosa do que a educação convencional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Técnicas comparativas]]></kwd>
<kwd lng="es"><![CDATA[Educación presencial]]></kwd>
<kwd lng="es"><![CDATA[Educacion no presencial]]></kwd>
<kwd lng="es"><![CDATA[Punto de Umbral]]></kwd>
<kwd lng="en"><![CDATA[Comparative Techniques]]></kwd>
<kwd lng="en"><![CDATA[Conventional Education]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Threshold point]]></kwd>
<kwd lng="pt"><![CDATA[técnicas comparativas]]></kwd>
<kwd lng="pt"><![CDATA[educação em sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[Educação distnace]]></kwd>
<kwd lng="pt"><![CDATA[ponto crítico.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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