<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2024000100325</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2024.54.1.604</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formulación de un diseño de instrumentación didáctica en b-Learning para educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Formulation of a b-Learning Didactic Instrumentation Design for Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Díaz]]></surname>
<given-names><![CDATA[Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Islas]]></surname>
<given-names><![CDATA[Jovita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Romero]]></surname>
<given-names><![CDATA[José de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Tepic  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Tepic  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Tepic  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<numero>1</numero>
<fpage>325</fpage>
<lpage>371</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2024000100325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2024000100325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2024000100325&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analiza el impacto de la interacción en una instrumentación didáctica b-Learning, basada en la colaboración y comunicación durante sesiones presenciales y entorno en línea con base en una experiencia de dos años en educación a distancia durante la pandemia por Covid-19. La investigación utiliza la instrumentación didáctica en la plataforma Moodle y sus herramientas de interacción para favorecer el proceso de enseñanza, de aprendizaje y de evaluación en cursos de Cálculo Diferencial y Análisis de Datos Experimentales, a través de una modalidad mixta que combina la interacción presencial y en línea. Los resultados indican que la implementación de esta estrategia promueve una mayor colaboración y comunicación entre los estudiantes y con el profesor. Se observó un incremento en la satisfacción de los estudiantes con la aplicación de la instrumentación didáctica b-Learning, lo que sugiere la eficacia de esta modalidad mixta para mejorar la experiencia educativa en la resolución de problemas en ambientes colaborativos. Los profesores comprobaron la validez de contenido de instrumentos de evaluación estandarizados, tras aplicarlos en la herramienta Examen de Moodle. Estos hallazgos resaltan la importancia de considerar la interacción en el diseño de estrategias didácticas que integren la educación presencial y mixta para potenciar el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The impact of interaction in a b-Learning didactic instrumentation is analyzed, based on collaboration and communication during face-to-face sessions and an online environment based on a two-year experience in distance education during the Covid-19 pandemic. The research uses the didactic instrumentation on the Moodle platform and its interaction tools to favor the teaching, learning and evaluation process in Differential Calculus and Experimental Data Analysis courses, through a mixed modality that combines face-to-face interaction and online. The results indicate that the implementation of this strategy promotes greater collaboration and communication between students and the teacher. An increase in student satisfaction was observed with the application of b-Learning didactic instrumentation, which suggests the effectiveness of this mixed modality in improving the educational experience in solving problems in collaborative environments. The teachers checked the content validity of standardized assessment instruments, after applying them in the Moodle Exam tool. These findings highlight the importance of considering interaction in the design of teaching strategies that integrate face-to-face and blended education to enhance learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[instrumentación didáctica]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[interacción]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[bLearning]]></kwd>
<kwd lng="en"><![CDATA[didactic instrumentation]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[interaction]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[b-Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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