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src="https://0.academia-photos.com/53072194/17594526/17651959/s200_julio.cabero.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Julio Cabero</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Julio" data-follow-user-id="53072194" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="53072194"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">112</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">7</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">5</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Julio Cabero</h3></div><div class="js-work-strip profile--work_container" data-work-id="124123341"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123341/Technological_Tools_in_Higher_Education_A_Qualitative_Analysis_from_the_Perspective_of_Students_with_Disabilities"><img alt="Research paper thumbnail of Technological Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with Disabilities" class="work-thumbnail" src="https://attachments.academia-assets.com/118404391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123341/Technological_Tools_in_Higher_Education_A_Qualitative_Analysis_from_the_Perspective_of_Students_with_Disabilities">Technological Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with Disabilities</a></div><div class="wp-workCard_item"><span>. Education Sciences</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article is an open access article distributed under the terms and conditions of the Creative...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aa990e99a58c1d636731668567fffe98" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404391,"asset_id":124123341,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404391/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123341; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123341]").text(description); $(".js-view-count[data-work-id=124123341]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123341; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123341']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123341, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aa990e99a58c1d636731668567fffe98" } } $('.js-work-strip[data-work-id=124123341]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123341,"title":"Technological Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with Disabilities","translated_title":"","metadata":{"doi":"10.3390/educsci14030310","abstract":"This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY","publication_name":". 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In this occasion, and with the following article, we carry out the research from the university technician’s perspective, to know how they perceive this incorporation process. Definitively, to know the reasons that are carrying out from the university to adopt blended learning formative actions, how measures are adopting to solve difficulties, and like they are carrying out; in other words, it was to pick up the visions that it has more than enough the process of incorporation of the formation in net had the responsible direct technicians of these formative actions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123074/Influencia_del_g%C3%A9nero_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado"><img alt="Research paper thumbnail of Influencia del género en el uso de redes sociales por el alumnado y profesorado" class="work-thumbnail" src="https://attachments.academia-assets.com/118404279/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123074/Influencia_del_g%C3%A9nero_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado">Influencia del género en el uso de redes sociales por el alumnado y profesorado</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como bre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como brecha digital de genero. A pesar de que el acceso de las mujeres a esta tecnologia es equilibrado, las diferencias se encuentran en el tipo de uso que realizan de las redes sociales hombres y mujeres. El objetivo de este estudio es analizar las diferencias por genero en relacion a la frecuencia de uso y tipos de utilizacion de las redes sociales del profesorado y alumnado. La muestra la conforman 19008 personas, 1408 docentes y 17600 estudiantes de Mexico. Para la recogida de informacion se opto por la escala Social Mediad Addiction Scale Student Form (SMAS-SF) de Sahin (2018) adaptada a y validada por Valencia y Castano (2018). Entre los resultados destaca que los estudiantes hombre utilizan de forma mas frecuente las redes sociales que las mujeres. Ademas de que existen diferencias entre el tipo de utilizacion de las mismas. Mientras que las mujeres las utilizan mas para comunicarse, los...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="856f3fdc9da4935c0f15cce3370a0e6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404279,"asset_id":124123074,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404279/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123074]").text(description); $(".js-view-count[data-work-id=124123074]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123074']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123074, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "856f3fdc9da4935c0f15cce3370a0e6b" } } $('.js-work-strip[data-work-id=124123074]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123074,"title":"Influencia del género en el uso de redes sociales por el alumnado y profesorado","translated_title":"","metadata":{"abstract":"Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como brecha digital de genero. A pesar de que el acceso de las mujeres a esta tecnologia es equilibrado, las diferencias se encuentran en el tipo de uso que realizan de las redes sociales hombres y mujeres. El objetivo de este estudio es analizar las diferencias por genero en relacion a la frecuencia de uso y tipos de utilizacion de las redes sociales del profesorado y alumnado. La muestra la conforman 19008 personas, 1408 docentes y 17600 estudiantes de Mexico. Para la recogida de informacion se opto por la escala Social Mediad Addiction Scale Student Form (SMAS-SF) de Sahin (2018) adaptada a y validada por Valencia y Castano (2018). Entre los resultados destaca que los estudiantes hombre utilizan de forma mas frecuente las redes sociales que las mujeres. Ademas de que existen diferencias entre el tipo de utilizacion de las mismas. Mientras que las mujeres las utilizan mas para comunicarse, los...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como brecha digital de genero. A pesar de que el acceso de las mujeres a esta tecnologia es equilibrado, las diferencias se encuentran en el tipo de uso que realizan de las redes sociales hombres y mujeres. El objetivo de este estudio es analizar las diferencias por genero en relacion a la frecuencia de uso y tipos de utilizacion de las redes sociales del profesorado y alumnado. La muestra la conforman 19008 personas, 1408 docentes y 17600 estudiantes de Mexico. Para la recogida de informacion se opto por la escala Social Mediad Addiction Scale Student Form (SMAS-SF) de Sahin (2018) adaptada a y validada por Valencia y Castano (2018). Entre los resultados destaca que los estudiantes hombre utilizan de forma mas frecuente las redes sociales que las mujeres. Ademas de que existen diferencias entre el tipo de utilizacion de las mismas. Mientras que las mujeres las utilizan mas para comunicarse, los...","internal_url":"https://www.academia.edu/124123074/Influencia_del_g%C3%A9nero_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado","translated_internal_url":"","created_at":"2024-09-23T23:45:39.685-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":53072194,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118404279,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404279/thumbnails/1.jpg","file_name":"7470448.pdf","download_url":"https://www.academia.edu/attachments/118404279/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Influencia_del_genero_en_el_uso_de_redes.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404279/7470448-libre.pdf?1727161613=\u0026response-content-disposition=attachment%3B+filename%3DInfluencia_del_genero_en_el_uso_de_redes.pdf\u0026Expires=1733000526\u0026Signature=SQd8ikEIl6gJGePNlly9nr9hgVYT56WeYzDW1ZPQkJxGn1~rWKhR3~ptSIGHOEZoPX7lEApHTBOjQ2eGtF7fp8A-dR0gKa80N1X-h2dsjiNXLVHPm8fGqBqi2Y2NxCfwSAR2ZPWnAJkEFNDiOhBPFXERiukYtLPTc4U6B0J7bgaiobtAa6YH8EBVRmvt8655c63MTfZBeGryfqopPgWu7E-Fz3Chr5Ayqg45wRaL~7RUtcGRk0W7mV-9YTdpsBl5qlLGWiUnepf2g~gUsjPye26i6L5hkK1nlLqQrCYrvzRoGGMkHPhIxuS8JUVsT7HJffXWJuIjygiOrrTiyvNsQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Influencia_del_género_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado","translated_slug":"","page_count":11,"language":"es","content_type":"Work","owner":{"id":53072194,"first_name":"Julio","middle_initials":null,"last_name":"Cabero","page_name":"JulioCabero","domain_name":"independent","created_at":"2016-09-07T00:52:40.843-07:00","display_name":"Julio Cabero","url":"https://independent.academia.edu/JulioCabero"},"attachments":[{"id":118404279,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404279/thumbnails/1.jpg","file_name":"7470448.pdf","download_url":"https://www.academia.edu/attachments/118404279/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Influencia_del_genero_en_el_uso_de_redes.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404279/7470448-libre.pdf?1727161613=\u0026response-content-disposition=attachment%3B+filename%3DInfluencia_del_genero_en_el_uso_de_redes.pdf\u0026Expires=1733000526\u0026Signature=SQd8ikEIl6gJGePNlly9nr9hgVYT56WeYzDW1ZPQkJxGn1~rWKhR3~ptSIGHOEZoPX7lEApHTBOjQ2eGtF7fp8A-dR0gKa80N1X-h2dsjiNXLVHPm8fGqBqi2Y2NxCfwSAR2ZPWnAJkEFNDiOhBPFXERiukYtLPTc4U6B0J7bgaiobtAa6YH8EBVRmvt8655c63MTfZBeGryfqopPgWu7E-Fz3Chr5Ayqg45wRaL~7RUtcGRk0W7mV-9YTdpsBl5qlLGWiUnepf2g~gUsjPye26i6L5hkK1nlLqQrCYrvzRoGGMkHPhIxuS8JUVsT7HJffXWJuIjygiOrrTiyvNsQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123073"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria"><img alt="Research paper thumbnail of La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria" class="work-thumbnail" src="https://attachments.academia-assets.com/118404240/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria">La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria</a></div><div class="wp-workCard_item"><span>Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis do...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. Se estructuró en tres grandes fases: la elaboración de la “ficha de evaluación, análisis y clasificación de los documentos”; revisión y selección de los documentos a analizar; y, aplicación de la “ficha” a los diferentes documentos seleccionados. Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c92c8105ec3d8939e26293189d99864" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404240,"asset_id":124123073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123073]").text(description); $(".js-view-count[data-work-id=124123073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c92c8105ec3d8939e26293189d99864" } } $('.js-work-strip[data-work-id=124123073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123073,"title":"La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria","translated_title":"","metadata":{"abstract":"El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. Se estructuró en tres grandes fases: la elaboración de la “ficha de evaluación, análisis y clasificación de los documentos”; revisión y selección de los documentos a analizar; y, aplicación de la “ficha” a los diferentes documentos seleccionados. Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...","publisher":"Coordinacion de Investigacion e Innovacion UPEL-IPB","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0"},"translated_abstract":"El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. 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Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...","internal_url":"https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria","translated_internal_url":"","created_at":"2024-09-23T23:45:38.972-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":53072194,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118404240,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404240/thumbnails/1.jpg","file_name":"247.pdf","download_url":"https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_investigacion_sobre_el_e_learning_apo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404240/247-libre.pdf?1727161616=\u0026response-content-disposition=attachment%3B+filename%3DLa_investigacion_sobre_el_e_learning_apo.pdf\u0026Expires=1733000526\u0026Signature=dmfrYM5VD9D08jiY1Kw3wEt1CugLn6J-aJLcipNMGl1WtdapEvz2zy5njbakhEKWCIN1f58spTl9IhX2jGuDMnMfqB9M11mOHNMYUwrvSUiKyV6GckynRUleXGWZgyKm4jfSR~aJ1K3d1F0bHcbuM8IK1DhBsIxhxDUxPdT~eF4gXglmwB-SWQjLYB6jymXxwj5nPwIsqVsP0q3VB3XZKXnTTgB~-61~X8tVFlzL8suaPwrzc~hTBJmVTYorcLmsBgJRUhMYcCnTMn8NFr~6tH1iNstjsHK6jIwWO9biFHgKrbxx0xVk8fxGQn5keBB-cedR7nLWeNPEu~gjfo60YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_investigación_sobre_el_e_learning_aportaciones_para_su_incorporación_a_la_formación_universitaria","translated_slug":"","page_count":13,"language":"es","content_type":"Work","owner":{"id":53072194,"first_name":"Julio","middle_initials":null,"last_name":"Cabero","page_name":"JulioCabero","domain_name":"independent","created_at":"2016-09-07T00:52:40.843-07:00","display_name":"Julio Cabero","url":"https://independent.academia.edu/JulioCabero"},"attachments":[{"id":118404240,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404240/thumbnails/1.jpg","file_name":"247.pdf","download_url":"https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_investigacion_sobre_el_e_learning_apo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404240/247-libre.pdf?1727161616=\u0026response-content-disposition=attachment%3B+filename%3DLa_investigacion_sobre_el_e_learning_apo.pdf\u0026Expires=1733000526\u0026Signature=dmfrYM5VD9D08jiY1Kw3wEt1CugLn6J-aJLcipNMGl1WtdapEvz2zy5njbakhEKWCIN1f58spTl9IhX2jGuDMnMfqB9M11mOHNMYUwrvSUiKyV6GckynRUleXGWZgyKm4jfSR~aJ1K3d1F0bHcbuM8IK1DhBsIxhxDUxPdT~eF4gXglmwB-SWQjLYB6jymXxwj5nPwIsqVsP0q3VB3XZKXnTTgB~-61~X8tVFlzL8suaPwrzc~hTBJmVTYorcLmsBgJRUhMYcCnTMn8NFr~6tH1iNstjsHK6jIwWO9biFHgKrbxx0xVk8fxGQn5keBB-cedR7nLWeNPEu~gjfo60YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":532980,"name":"Educare","url":"https://www.academia.edu/Documents/in/Educare"}],"urls":[{"id":44803624,"url":"https://revistas.investigacion-upelipb.com/index.php/educare/article/download/261/247"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123072"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123072/Hacia_pol%C3%ADticas_tecnol%C3%B3gicas_de_calidad_en_la_educaci%C3%B3n_superior_Evaluaci%C3%B3n_de_los_servicios_universitarios_de_producci%C3%B3n_de_Nuevas_Tecnolog%C3%ADas_de_la_Informaci%C3%B3n_y_Comunicaci%C3%B3n"><img alt="Research paper thumbnail of Hacia políticas tecnológicas de calidad en la educación superior. Evaluación de los servicios universitarios de producción de Nuevas Tecnologías de la Información y Comunicación" class="work-thumbnail" src="https://attachments.academia-assets.com/118404239/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123072/Hacia_pol%C3%ADticas_tecnol%C3%B3gicas_de_calidad_en_la_educaci%C3%B3n_superior_Evaluaci%C3%B3n_de_los_servicios_universitarios_de_producci%C3%B3n_de_Nuevas_Tecnolog%C3%ADas_de_la_Informaci%C3%B3n_y_Comunicaci%C3%B3n">Hacia políticas tecnológicas de calidad en la educación superior. Evaluación de los servicios universitarios de producción de Nuevas Tecnologías de la Información y Comunicación</a></div><div class="wp-workCard_item"><span>Revista Iberoamericana de Educación</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo forma parte de una investigación realizada para el Ministerio de Educación e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo forma parte de una investigación realizada para el Ministerio de Educación español en el marco del programa de Estudios y Análisis. Teniendo como marco políticas tecnológicas eficaces y siendo conscientes del papel que las TICs, y especialmente las telemáticas, desempeñarán en la Universidad de siglo XXI hemos procedido al diseño de una Guía (criterios y descriptores) para la evaluación, de indudable referente para la creación y desarrollo de Servicios Universitarios de Producción de TICs. Esto a sido posible gracias a las aportaciones de un amplio número de investigadores y colaboradores, que mediante una combinación metodológica (análisis documental, análisis de web, entrevistas, cuestionario...) nos llevan a proponer un instrumento de evaluación de estos servicios, que bien podría transferirse o generalizarse a otros contextos universitarios.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2363a94457f3f1901d4e24d9b10b209d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404239,"asset_id":124123072,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404239/download_file?st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123072"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123072]").text(description); $(".js-view-count[data-work-id=124123072]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123072']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123072, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2363a94457f3f1901d4e24d9b10b209d" } } $('.js-work-strip[data-work-id=124123072]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123072,"title":"Hacia políticas tecnológicas de calidad en la educación superior. 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Revista Electrónica de Tecnología Educativa</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las investigaciones donde se solicitan las opiniones a los alumnos sobre las percepciones y valor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las investigaciones donde se solicitan las opiniones a los alumnos sobre las percepciones y valoraciones que tienen respecto a las acciones educativas soportadas en e-learning se han extendido en los últimos tiempos. En el capítulo se analizan los resultados de una investigación que perseguía recoger las percepciones que los alumnos de diferentes Universidades públicas de Andalucía, tienen respecto al e-learning. En concreto se analizan las expectativas con las que suelen comenzar estas acciones, si se cumplieron sus expectativas al finalizar los módulos de formación, motivos por los cuales pensaban que no se habían cumplido las expectativas, grado de satisfacción mostrado con la experiencia. También se presentan los resultados encontrados respecto a los aspectos más destacados para su formación a través de Internet, y los aspectos que consideran como más inadecuados. Al mismo tiempo se analizan las relaciones entre las expectativas iniciales de los estudiantes, la dinámica llevada ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31bc569281a75efb6c328a23204954d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404237,"asset_id":124123071,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404237/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123071"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123071"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123071; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123071]").text(description); $(".js-view-count[data-work-id=124123071]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123071; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123071']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123071, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31bc569281a75efb6c328a23204954d0" } } $('.js-work-strip[data-work-id=124123071]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123071,"title":"Valoraciones de los alumnos sobre el e-learning en las universidades andaluzas","translated_title":"","metadata":{"abstract":"Las investigaciones donde se solicitan las opiniones a los alumnos sobre las percepciones y valoraciones que tienen respecto a las acciones educativas soportadas en e-learning se han extendido en los últimos tiempos. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123069"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123069/The_Motivation_of_Technological_Scenarios_in_Augmented_Reality_AR_Results_of_Different_Experiments"><img alt="Research paper thumbnail of The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments" class="work-thumbnail" src="https://attachments.academia-assets.com/118404236/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123069/The_Motivation_of_Technological_Scenarios_in_Augmented_Reality_AR_Results_of_Different_Experiments">The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments</a></div><div class="wp-workCard_item"><span>Applied Sciences</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in tea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. It can additionally be stated that our main finding was a link between studen...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="019d9cbaccaa3be5e74dfa2746db88b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404236,"asset_id":124123069,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404236/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123069"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123069"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123069; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123069]").text(description); $(".js-view-count[data-work-id=124123069]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123069; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123069']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123069, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "019d9cbaccaa3be5e74dfa2746db88b0" } } $('.js-work-strip[data-work-id=124123069]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123069,"title":"The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments","translated_title":"","metadata":{"abstract":"Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. 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It can additionally be stated that our main finding was a link between studen...","publisher":"MDPI AG","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Applied Sciences"},"translated_abstract":"Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. 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No estaría mal asumir desde el principio que, en los nuevos tiempos que corren, son necesarias nuevas formas de enfrentarnos a él, nuevas formas de abordar los problemas, y nuevas formas de comprenderlos, nuevas formas de plantear las relaciones con las personas, y también, y es lo que aquí nos importa, nuevas herramientas de comunicación, que van a requerir que las personas las dominemos, tanto desde un punto de vista instrumental, como sintáctico y semántico para la construcción con ellas de mensajes. Y en este sentido, la Sociedad del Conocimiento se está caracterizando, entre otros aspectos, por la utilización de las Tecnologías de la Información y Comunicación (TIC) en todos los sectores, desde el económico, hasta el educativo. Y en este último, su influencia ha sido en diferentes aspectos, entre los cuales, a título de ejemplo, podemos señalar: la deslocalización geográfica de la información y de los espacios de formación, la potenciación de la comunicación sincrónica y asincrónica entre todos los participantes del acto formativo, o la configuración de escenarios más audiovisuales y multimedias.","grobid_abstract_attachment_id":118446278},"translated_abstract":null,"internal_url":"https://www.academia.edu/124123066/Capacitaci%C3%B3n_Digital_De_Los_Alumnos_De_La_Unidad_Acad%C3%A9mica_Multidisciplinaria_De_Agronom%C3%ADa_y_Ciencias_Ciudad_Victoria_De_La_Universidad_Aut%C3%B3noma_De_Tamaulipas","translated_internal_url":"","created_at":"2024-09-23T23:45:37.402-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":53072194,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118446278,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118446278/thumbnails/1.jpg","file_name":"51395271.pdf","download_url":"https://www.academia.edu/attachments/118446278/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Capacitacion_Digital_De_Los_Alumnos_De_L.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118446278/51395271-libre.pdf?1727343122=\u0026response-content-disposition=attachment%3B+filename%3DCapacitacion_Digital_De_Los_Alumnos_De_L.pdf\u0026Expires=1733000527\u0026Signature=S3EEXt~FkOPrhkmCcmP4pdQAFajlljMc2867qc83xVTSU1OwZloA75Hzr2AUzqpSkbzGshy9-k1KevX3DJ7-3T0JuA78wVayOCxXMtDvxQxy497rdCc4OaD2AnCXKYebAdo-9ok67o~bYwwBpuDpQMjEf6pJY9mEuyJd6BO6nFd8YmK-5QD2E5gQYqOpp6SP1g7LDcO4c1OWNGdi4HPmwmAtCPGc1bvFm4CDc9Z4enD85JJ4xTyFMe3KJm6ex-QX6mmcV29n-oX9Fit~VZRRzmY9jOH51nwlEJzzPbImyd~z9pxemioabmfYupURT7Ot8XSUHgZ7AuyUQzd5v2bZNg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Capacitación_Digital_De_Los_Alumnos_De_La_Unidad_Académica_Multidisciplinaria_De_Agronomía_y_Ciencias_Ciudad_Victoria_De_La_Universidad_Autónoma_De_Tamaulipas","translated_slug":"","page_count":124,"language":"es","content_type":"Work","owner":{"id":53072194,"first_name":"Julio","middle_initials":null,"last_name":"Cabero","page_name":"JulioCabero","domain_name":"independent","created_at":"2016-09-07T00:52:40.843-07:00","display_name":"Julio Cabero","url":"https://independent.academia.edu/JulioCabero"},"attachments":[{"id":118446278,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118446278/thumbnails/1.jpg","file_name":"51395271.pdf","download_url":"https://www.academia.edu/attachments/118446278/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Capacitacion_Digital_De_Los_Alumnos_De_L.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118446278/51395271-libre.pdf?1727343122=\u0026response-content-disposition=attachment%3B+filename%3DCapacitacion_Digital_De_Los_Alumnos_De_L.pdf\u0026Expires=1733000527\u0026Signature=S3EEXt~FkOPrhkmCcmP4pdQAFajlljMc2867qc83xVTSU1OwZloA75Hzr2AUzqpSkbzGshy9-k1KevX3DJ7-3T0JuA78wVayOCxXMtDvxQxy497rdCc4OaD2AnCXKYebAdo-9ok67o~bYwwBpuDpQMjEf6pJY9mEuyJd6BO6nFd8YmK-5QD2E5gQYqOpp6SP1g7LDcO4c1OWNGdi4HPmwmAtCPGc1bvFm4CDc9Z4enD85JJ4xTyFMe3KJm6ex-QX6mmcV29n-oX9Fit~VZRRzmY9jOH51nwlEJzzPbImyd~z9pxemioabmfYupURT7Ot8XSUHgZ7AuyUQzd5v2bZNg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":67136,"name":"Alfabetización Informacional","url":"https://www.academia.edu/Documents/in/Alfabetizaci%C3%B3n_Informacional"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123065"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123065/Usos_del_e_learning_en_la_Universidad_Metropolitana_estado_de_la_situaci%C3%B3n_y_an%C3%A1lisis_de_buenas_pr%C3%A1cticas"><img alt="Research paper thumbnail of Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas" class="work-thumbnail" src="https://attachments.academia-assets.com/118446391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123065/Usos_del_e_learning_en_la_Universidad_Metropolitana_estado_de_la_situaci%C3%B3n_y_an%C3%A1lisis_de_buenas_pr%C3%A1cticas">Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender la problemática de la incorporación del e-learning en la enseñanza universitaria, tanto desde diferentes perspectivas como por diferentes estrategias y técnicas de recaudación de información, y con las opiniones de los diferentes actores que de forma directa pueden intervenir en ella; específicamente, en la Universidad Metropolitana, Venezuela, a través de medidas políticas para su incorporación, problemas técnicos y didácticos, usos que hace el profesorado, el grado de satisfacción del alumnado, y las percepciones de los responsables de la implementación. La investigación estuvo conformada por cinco estudios (multiestudio), de manera de conocer las opiniones de los distintos actores (gerentes académicos/administrativos, responsables de la implementación, profesores y alumnos); y a través de la triangulación de los hallazgos encontrados se pudo realizar una descripción de la situación l...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a359df6d4f5a1195fd9ba758e71f302d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118446391,"asset_id":124123065,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118446391/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123065"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123065"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123065; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123065]").text(description); $(".js-view-count[data-work-id=124123065]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123065; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123065']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123065, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a359df6d4f5a1195fd9ba758e71f302d" } } $('.js-work-strip[data-work-id=124123065]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123065,"title":"Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas","translated_title":"","metadata":{"abstract":"Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender la problemática de la incorporación del e-learning en la enseñanza universitaria, tanto desde diferentes perspectivas como por diferentes estrategias y técnicas de recaudación de información, y con las opiniones de los diferentes actores que de forma directa pueden intervenir en ella; específicamente, en la Universidad Metropolitana, Venezuela, a través de medidas políticas para su incorporación, problemas técnicos y didácticos, usos que hace el profesorado, el grado de satisfacción del alumnado, y las percepciones de los responsables de la implementación. La investigación estuvo conformada por cinco estudios (multiestudio), de manera de conocer las opiniones de los distintos actores (gerentes académicos/administrativos, responsables de la implementación, profesores y alumnos); y a través de la triangulación de los hallazgos encontrados se pudo realizar una descripción de la situación l..."},"translated_abstract":"Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender la problemática de la incorporación del e-learning en la enseñanza universitaria, tanto desde diferentes perspectivas como por diferentes estrategias y técnicas de recaudación de información, y con las opiniones de los diferentes actores que de forma directa pueden intervenir en ella; específicamente, en la Universidad Metropolitana, Venezuela, a través de medidas políticas para su incorporación, problemas técnicos y didácticos, usos que hace el profesorado, el grado de satisfacción del alumnado, y las percepciones de los responsables de la implementación. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123063"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123063/Valoraciones_universitarias_de_las_herramientas_2_0"><img alt="Research paper thumbnail of Valoraciones universitarias de las herramientas 2.0" class="work-thumbnail" src="https://attachments.academia-assets.com/118404276/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123063/Valoraciones_universitarias_de_las_herramientas_2_0">Valoraciones universitarias de las herramientas 2.0</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The incorporation of the Information and Communication Technologies (ICTs) in higher education in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The incorporation of the Information and Communication Technologies (ICTs) in higher education involves the redefinition of students’ educational context. The present article offers data collected from the First Grade Elementary students’ 2.0 tool knowledge, keeping in mind that they are the first ones who have completed their studies under auspices of the derogated Education Law (2006). Results shows that the development of digital competence is scarce, confirming hypothesis launched in previous studies related to this issue.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02b66195402de786a5671d474ab90df4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404276,"asset_id":124123063,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404276/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123063"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123063]").text(description); $(".js-view-count[data-work-id=124123063]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123063']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123063, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02b66195402de786a5671d474ab90df4" } } $('.js-work-strip[data-work-id=124123063]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123063,"title":"Valoraciones universitarias de las herramientas 2.0","translated_title":"","metadata":{"abstract":"The incorporation of the Information and Communication Technologies (ICTs) in higher education involves the redefinition of students’ educational context. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123062"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123062/Percepciones_Del_Profesorado_Universitario_Hacia_Las_Acciones_Formativas_Apoyadas_en_La_Red"><img alt="Research paper thumbnail of Percepciones Del Profesorado Universitario Hacia Las Acciones Formativas Apoyadas en La Red" class="work-thumbnail" src="https://attachments.academia-assets.com/118404277/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123062/Percepciones_Del_Profesorado_Universitario_Hacia_Las_Acciones_Formativas_Apoyadas_en_La_Red">Percepciones Del Profesorado Universitario Hacia Las Acciones Formativas Apoyadas en La Red</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: En este artículo se describen las visiones, creencias y actitudes que el profesorado uni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: En este artículo se describen las visiones, creencias y actitudes que el profesorado universitario posee respecto a las posibilidades educativas que la formación en red presenta para su práctica como docente y se analizan algunas variables críticas que desempeñan un papel prioritario para sostener y validar estas modalidades formativas. La fundamentación y la presentación de resultados han sido obtenidos a través de diferentes estudios realizados de diferentes convocatorias públicas (Estudios y Análisis del MEC, Proyectos de Excelencia de la Consejería de Educación y Ciencia de la Junta de Andalucía), en muchas ocasiones por los propios autores que firman el artículo, producto todos ellos, del interés que la problemática que analizamos ha despertado en la comunidad científica y política al considerarlas líneas prioritarias de investigación, análisis y estudio. Algunos de los resultados obtenidos apuntan hacia la necesidad de capacitación y perfeccionamiento del profesorado ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e867206f36d48d7fea22bc66c5945e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404277,"asset_id":124123062,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404277/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123062"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123062]").text(description); $(".js-view-count[data-work-id=124123062]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123062']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123062, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e867206f36d48d7fea22bc66c5945e5" } } $('.js-work-strip[data-work-id=124123062]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123062,"title":"Percepciones Del Profesorado Universitario Hacia Las Acciones Formativas Apoyadas en La Red","translated_title":"","metadata":{"abstract":"Resumen: En este artículo se describen las visiones, creencias y actitudes que el profesorado universitario posee respecto a las posibilidades educativas que la formación en red presenta para su práctica como docente y se analizan algunas variables críticas que desempeñan un papel prioritario para sostener y validar estas modalidades formativas. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123077"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123077/Percepciones_Del_E_Learning_Desde_La_Perspectiva_De_Los_Responsables_T%C3%A9cnicos_De_Universidad"><img alt="Research paper thumbnail of Percepciones Del E-Learning Desde La Perspectiva De Los Responsables Técnicos De Universidad" class="work-thumbnail" src="https://attachments.academia-assets.com/118446222/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123077/Percepciones_Del_E_Learning_Desde_La_Perspectiva_De_Los_Responsables_T%C3%A9cnicos_De_Universidad">Percepciones Del E-Learning Desde La Perspectiva De Los Responsables Técnicos De Universidad</a></div><div class="wp-workCard_item"><span>Education in the Knowledge Society</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Most of investigations that we are relating to the incorporation of the ITC and eLearning at univ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Most of investigations that we are relating to the incorporation of the ITC and eLearning at universities are focused to know the opinion of professors and students that it has more than enough the same one they possess. In this occasion, and with the following article, we carry out the research from the university technician’s perspective, to know how they perceive this incorporation process. Definitively, to know the reasons that are carrying out from the university to adopt blended learning formative actions, how measures are adopting to solve difficulties, and like they are carrying out; in other words, it was to pick up the visions that it has more than enough the process of incorporation of the formation in net had the responsible direct technicians of these formative actions. The interest shown by the faculty and student, or the training necessity by professor, they are some conclusions obtained through the carried out study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7e94ac2152278f061833368ccc1507a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118446222,"asset_id":124123077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118446222/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123077"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123077; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123077]").text(description); $(".js-view-count[data-work-id=124123077]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123077; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123077']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123077, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7e94ac2152278f061833368ccc1507a1" } } $('.js-work-strip[data-work-id=124123077]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123077,"title":"Percepciones Del E-Learning Desde La Perspectiva De Los Responsables Técnicos De Universidad","translated_title":"","metadata":{"abstract":"Most of investigations that we are relating to the incorporation of the ITC and eLearning at universities are focused to know the opinion of professors and students that it has more than enough the same one they possess. 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Todo tipo de aparatos han aparecido, en muchos casos brusca y precipitadamente en nuestras vidas, pero son los destinados a la transmisión de la información los que más huellas están dejando. Cierto es que estas tecnologías han transformado radicalmente las vías de comunicación, la vida hogareña, los espacios de trabajo, los lugares de ocio. Sólo es necesario echar un simple vistazo a nuestro alrededor para ser conscientes de esta realidad, sobre todo si hacemos la tentativa de entrar en comparación con unas décadas atrás. Es una auténtica revolución que, como muchos investigadores han apuntado ya, es silenciosa pero imparable y de consecuencias aun no imaginables, porque-no olvidemos-estamos, como apuntaba el profesor Roman Gubern recientemente en un congreso de tecnología en Las Palmas de Gran Canaria, en la era paleolítica de las máquinas y ordenadores. La revolución está por venir aún, sobre todo, en la transformación en los procesos de adquisición del saber, de procesamiento de la información y de difusión de los conocimientos. Las fronteras espacio-temporales comienzan a desmoronarse, pero hemos de ser conscientes que de esta realidad, un tanto mítica y mitificada, es sólo partícipe un mínimo sector de la población mundial, ya que en muchas partes de nuestro Planeta ni siquiera tienen lo básico para comer y la electricidad sigue siendo en varias décadas cuando menos un lujo inalcanzable. Los «info-ricos» y los «info-pobres» ahondarán más las diferencias existentes en la actualidad y segmentarán a las personas no sólo entre países y latitudes, sino también dentro de sociedades concretas que verán cómo el acceso, tratamiento y producción de información está marcada no sólo por la valía personal de los ciudadanos, sino por múltiples factores exógenos. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123074/Influencia_del_g%C3%A9nero_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado"><img alt="Research paper thumbnail of Influencia del género en el uso de redes sociales por el alumnado y profesorado" class="work-thumbnail" src="https://attachments.academia-assets.com/118404279/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123074/Influencia_del_g%C3%A9nero_en_el_uso_de_redes_sociales_por_el_alumnado_y_profesorado">Influencia del género en el uso de redes sociales por el alumnado y profesorado</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como bre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las redes sociales presentan el peligro de la ampliacion de lo que actualmente se conoce como brecha digital de genero. A pesar de que el acceso de las mujeres a esta tecnologia es equilibrado, las diferencias se encuentran en el tipo de uso que realizan de las redes sociales hombres y mujeres. El objetivo de este estudio es analizar las diferencias por genero en relacion a la frecuencia de uso y tipos de utilizacion de las redes sociales del profesorado y alumnado. La muestra la conforman 19008 personas, 1408 docentes y 17600 estudiantes de Mexico. Para la recogida de informacion se opto por la escala Social Mediad Addiction Scale Student Form (SMAS-SF) de Sahin (2018) adaptada a y validada por Valencia y Castano (2018). Entre los resultados destaca que los estudiantes hombre utilizan de forma mas frecuente las redes sociales que las mujeres. Ademas de que existen diferencias entre el tipo de utilizacion de las mismas. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123073"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria"><img alt="Research paper thumbnail of La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria" class="work-thumbnail" src="https://attachments.academia-assets.com/118404240/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria">La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria</a></div><div class="wp-workCard_item"><span>Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis do...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. Se estructuró en tres grandes fases: la elaboración de la “ficha de evaluación, análisis y clasificación de los documentos”; revisión y selección de los documentos a analizar; y, aplicación de la “ficha” a los diferentes documentos seleccionados. Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c92c8105ec3d8939e26293189d99864" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404240,"asset_id":124123073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123073]").text(description); $(".js-view-count[data-work-id=124123073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c92c8105ec3d8939e26293189d99864" } } $('.js-work-strip[data-work-id=124123073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123073,"title":"La investigación sobre el e-learning: aportaciones para su incorporación a la formación universitaria","translated_title":"","metadata":{"abstract":"El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. 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Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...","publisher":"Coordinacion de Investigacion e Innovacion UPEL-IPB","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0"},"translated_abstract":"El estudio tuvo como objetivo principal realizar un metanálisis de las investigaciones, tesis doctorales, comunicaciones y ponencias referidas al análisis de la problemática de los efectos sobre el rendimiento y otras variables de acciones formativas e-learning, aplicadas en contextos de formación universitaria. 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Algunas de las conclusiones obtenidas en el estudio se encontró que: a) bajo volumen de documentos existentes en relación a la temática del estudio; el género de los autores de los documentos no se muestra como una variable significativa; b)los estudios analizados son básicamente transversales, en muy pocos trabajos se ha llevado a cabo una investigación de carácter longitudinal; c) no se puede decir que exista una preponderancia e...","internal_url":"https://www.academia.edu/124123073/La_investigaci%C3%B3n_sobre_el_e_learning_aportaciones_para_su_incorporaci%C3%B3n_a_la_formaci%C3%B3n_universitaria","translated_internal_url":"","created_at":"2024-09-23T23:45:38.972-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":53072194,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118404240,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404240/thumbnails/1.jpg","file_name":"247.pdf","download_url":"https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_investigacion_sobre_el_e_learning_apo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404240/247-libre.pdf?1727161616=\u0026response-content-disposition=attachment%3B+filename%3DLa_investigacion_sobre_el_e_learning_apo.pdf\u0026Expires=1733000526\u0026Signature=dmfrYM5VD9D08jiY1Kw3wEt1CugLn6J-aJLcipNMGl1WtdapEvz2zy5njbakhEKWCIN1f58spTl9IhX2jGuDMnMfqB9M11mOHNMYUwrvSUiKyV6GckynRUleXGWZgyKm4jfSR~aJ1K3d1F0bHcbuM8IK1DhBsIxhxDUxPdT~eF4gXglmwB-SWQjLYB6jymXxwj5nPwIsqVsP0q3VB3XZKXnTTgB~-61~X8tVFlzL8suaPwrzc~hTBJmVTYorcLmsBgJRUhMYcCnTMn8NFr~6tH1iNstjsHK6jIwWO9biFHgKrbxx0xVk8fxGQn5keBB-cedR7nLWeNPEu~gjfo60YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_investigación_sobre_el_e_learning_aportaciones_para_su_incorporación_a_la_formación_universitaria","translated_slug":"","page_count":13,"language":"es","content_type":"Work","owner":{"id":53072194,"first_name":"Julio","middle_initials":null,"last_name":"Cabero","page_name":"JulioCabero","domain_name":"independent","created_at":"2016-09-07T00:52:40.843-07:00","display_name":"Julio Cabero","url":"https://independent.academia.edu/JulioCabero"},"attachments":[{"id":118404240,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118404240/thumbnails/1.jpg","file_name":"247.pdf","download_url":"https://www.academia.edu/attachments/118404240/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_investigacion_sobre_el_e_learning_apo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118404240/247-libre.pdf?1727161616=\u0026response-content-disposition=attachment%3B+filename%3DLa_investigacion_sobre_el_e_learning_apo.pdf\u0026Expires=1733000526\u0026Signature=dmfrYM5VD9D08jiY1Kw3wEt1CugLn6J-aJLcipNMGl1WtdapEvz2zy5njbakhEKWCIN1f58spTl9IhX2jGuDMnMfqB9M11mOHNMYUwrvSUiKyV6GckynRUleXGWZgyKm4jfSR~aJ1K3d1F0bHcbuM8IK1DhBsIxhxDUxPdT~eF4gXglmwB-SWQjLYB6jymXxwj5nPwIsqVsP0q3VB3XZKXnTTgB~-61~X8tVFlzL8suaPwrzc~hTBJmVTYorcLmsBgJRUhMYcCnTMn8NFr~6tH1iNstjsHK6jIwWO9biFHgKrbxx0xVk8fxGQn5keBB-cedR7nLWeNPEu~gjfo60YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":532980,"name":"Educare","url":"https://www.academia.edu/Documents/in/Educare"}],"urls":[{"id":44803624,"url":"https://revistas.investigacion-upelipb.com/index.php/educare/article/download/261/247"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123072"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123072/Hacia_pol%C3%ADticas_tecnol%C3%B3gicas_de_calidad_en_la_educaci%C3%B3n_superior_Evaluaci%C3%B3n_de_los_servicios_universitarios_de_producci%C3%B3n_de_Nuevas_Tecnolog%C3%ADas_de_la_Informaci%C3%B3n_y_Comunicaci%C3%B3n"><img alt="Research paper thumbnail of Hacia políticas tecnológicas de calidad en la educación superior. Evaluación de los servicios universitarios de producción de Nuevas Tecnologías de la Información y Comunicación" class="work-thumbnail" src="https://attachments.academia-assets.com/118404239/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123072/Hacia_pol%C3%ADticas_tecnol%C3%B3gicas_de_calidad_en_la_educaci%C3%B3n_superior_Evaluaci%C3%B3n_de_los_servicios_universitarios_de_producci%C3%B3n_de_Nuevas_Tecnolog%C3%ADas_de_la_Informaci%C3%B3n_y_Comunicaci%C3%B3n">Hacia políticas tecnológicas de calidad en la educación superior. Evaluación de los servicios universitarios de producción de Nuevas Tecnologías de la Información y Comunicación</a></div><div class="wp-workCard_item"><span>Revista Iberoamericana de Educación</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo forma parte de una investigación realizada para el Ministerio de Educación e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo forma parte de una investigación realizada para el Ministerio de Educación español en el marco del programa de Estudios y Análisis. Teniendo como marco políticas tecnológicas eficaces y siendo conscientes del papel que las TICs, y especialmente las telemáticas, desempeñarán en la Universidad de siglo XXI hemos procedido al diseño de una Guía (criterios y descriptores) para la evaluación, de indudable referente para la creación y desarrollo de Servicios Universitarios de Producción de TICs. Esto a sido posible gracias a las aportaciones de un amplio número de investigadores y colaboradores, que mediante una combinación metodológica (análisis documental, análisis de web, entrevistas, cuestionario...) nos llevan a proponer un instrumento de evaluación de estos servicios, que bien podría transferirse o generalizarse a otros contextos universitarios.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2363a94457f3f1901d4e24d9b10b209d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404239,"asset_id":124123072,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404239/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123072"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123072]").text(description); $(".js-view-count[data-work-id=124123072]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123072']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123072, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2363a94457f3f1901d4e24d9b10b209d" } } $('.js-work-strip[data-work-id=124123072]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123072,"title":"Hacia políticas tecnológicas de calidad en la educación superior. 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Esto a sido posible gracias a las aportaciones de un amplio número de investigadores y colaboradores, que mediante una combinación metodológica (análisis documental, análisis de web, entrevistas, cuestionario...) nos llevan a proponer un instrumento de evaluación de estos servicios, que bien podría transferirse o generalizarse a otros contextos universitarios.","publisher":"Organizacion de Estados Iberoamericanos","publication_date":{"day":null,"month":null,"year":2007,"errors":{}},"publication_name":"Revista Iberoamericana de Educación"},"translated_abstract":"El presente artículo forma parte de una investigación realizada para el Ministerio de Educación español en el marco del programa de Estudios y Análisis. 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Revista Electrónica de Tecnología Educativa</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las investigaciones donde se solicitan las opiniones a los alumnos sobre las percepciones y valor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las investigaciones donde se solicitan las opiniones a los alumnos sobre las percepciones y valoraciones que tienen respecto a las acciones educativas soportadas en e-learning se han extendido en los últimos tiempos. En el capítulo se analizan los resultados de una investigación que perseguía recoger las percepciones que los alumnos de diferentes Universidades públicas de Andalucía, tienen respecto al e-learning. En concreto se analizan las expectativas con las que suelen comenzar estas acciones, si se cumplieron sus expectativas al finalizar los módulos de formación, motivos por los cuales pensaban que no se habían cumplido las expectativas, grado de satisfacción mostrado con la experiencia. También se presentan los resultados encontrados respecto a los aspectos más destacados para su formación a través de Internet, y los aspectos que consideran como más inadecuados. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123069"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123069/The_Motivation_of_Technological_Scenarios_in_Augmented_Reality_AR_Results_of_Different_Experiments"><img alt="Research paper thumbnail of The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments" class="work-thumbnail" src="https://attachments.academia-assets.com/118404236/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123069/The_Motivation_of_Technological_Scenarios_in_Augmented_Reality_AR_Results_of_Different_Experiments">The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments</a></div><div class="wp-workCard_item"><span>Applied Sciences</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in tea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. It can additionally be stated that our main finding was a link between studen...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="019d9cbaccaa3be5e74dfa2746db88b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404236,"asset_id":124123069,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404236/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123069"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123069"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123069; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123069]").text(description); $(".js-view-count[data-work-id=124123069]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123069; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123069']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123069, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "019d9cbaccaa3be5e74dfa2746db88b0" } } $('.js-work-strip[data-work-id=124123069]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123069,"title":"The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments","translated_title":"","metadata":{"abstract":"Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. 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No estaría mal asumir desde el principio que, en los nuevos tiempos que corren, son necesarias nuevas formas de enfrentarnos a él, nuevas formas de abordar los problemas, y nuevas formas de comprenderlos, nuevas formas de plantear las relaciones con las personas, y también, y es lo que aquí nos importa, nuevas herramientas de comunicación, que van a requerir que las personas las dominemos, tanto desde un punto de vista instrumental, como sintáctico y semántico para la construcción con ellas de mensajes. Y en este sentido, la Sociedad del Conocimiento se está caracterizando, entre otros aspectos, por la utilización de las Tecnologías de la Información y Comunicación (TIC) en todos los sectores, desde el económico, hasta el educativo. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123065"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123065/Usos_del_e_learning_en_la_Universidad_Metropolitana_estado_de_la_situaci%C3%B3n_y_an%C3%A1lisis_de_buenas_pr%C3%A1cticas"><img alt="Research paper thumbnail of Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas" class="work-thumbnail" src="https://attachments.academia-assets.com/118446391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123065/Usos_del_e_learning_en_la_Universidad_Metropolitana_estado_de_la_situaci%C3%B3n_y_an%C3%A1lisis_de_buenas_pr%C3%A1cticas">Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender la problemática de la incorporación del e-learning en la enseñanza universitaria, tanto desde diferentes perspectivas como por diferentes estrategias y técnicas de recaudación de información, y con las opiniones de los diferentes actores que de forma directa pueden intervenir en ella; específicamente, en la Universidad Metropolitana, Venezuela, a través de medidas políticas para su incorporación, problemas técnicos y didácticos, usos que hace el profesorado, el grado de satisfacción del alumnado, y las percepciones de los responsables de la implementación. La investigación estuvo conformada por cinco estudios (multiestudio), de manera de conocer las opiniones de los distintos actores (gerentes académicos/administrativos, responsables de la implementación, profesores y alumnos); y a través de la triangulación de los hallazgos encontrados se pudo realizar una descripción de la situación l...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a359df6d4f5a1195fd9ba758e71f302d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118446391,"asset_id":124123065,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118446391/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123065"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123065"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123065; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123065]").text(description); $(".js-view-count[data-work-id=124123065]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123065; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123065']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123065, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a359df6d4f5a1195fd9ba758e71f302d" } } $('.js-work-strip[data-work-id=124123065]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123065,"title":"Usos del e-learning en la Universidad Metropolitana: estado de la situación y análisis de buenas prácticas","translated_title":"","metadata":{"abstract":"Este artículo es un extracto de un proyecto de investigación donde se busca analizar y comprender la problemática de la incorporación del e-learning en la enseñanza universitaria, tanto desde diferentes perspectivas como por diferentes estrategias y técnicas de recaudación de información, y con las opiniones de los diferentes actores que de forma directa pueden intervenir en ella; específicamente, en la Universidad Metropolitana, Venezuela, a través de medidas políticas para su incorporación, problemas técnicos y didácticos, usos que hace el profesorado, el grado de satisfacción del alumnado, y las percepciones de los responsables de la implementación. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124123063"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124123063/Valoraciones_universitarias_de_las_herramientas_2_0"><img alt="Research paper thumbnail of Valoraciones universitarias de las herramientas 2.0" class="work-thumbnail" src="https://attachments.academia-assets.com/118404276/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124123063/Valoraciones_universitarias_de_las_herramientas_2_0">Valoraciones universitarias de las herramientas 2.0</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The incorporation of the Information and Communication Technologies (ICTs) in higher education in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The incorporation of the Information and Communication Technologies (ICTs) in higher education involves the redefinition of students’ educational context. The present article offers data collected from the First Grade Elementary students’ 2.0 tool knowledge, keeping in mind that they are the first ones who have completed their studies under auspices of the derogated Education Law (2006). Results shows that the development of digital competence is scarce, confirming hypothesis launched in previous studies related to this issue.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02b66195402de786a5671d474ab90df4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118404276,"asset_id":124123063,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118404276/download_file?st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&st=MTczMjk5NjkyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124123063"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124123063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124123063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124123063]").text(description); $(".js-view-count[data-work-id=124123063]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124123063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124123063']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124123063, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02b66195402de786a5671d474ab90df4" } } $('.js-work-strip[data-work-id=124123063]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124123063,"title":"Valoraciones universitarias de las herramientas 2.0","translated_title":"","metadata":{"abstract":"The incorporation of the Information and Communication Technologies (ICTs) in higher education involves the redefinition of students’ educational context. 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La fundamentación y la presentación de resultados han sido obtenidos a través de diferentes estudios realizados de diferentes convocatorias públicas (Estudios y Análisis del MEC, Proyectos de Excelencia de la Consejería de Educación y Ciencia de la Junta de Andalucía), en muchas ocasiones por los propios autores que firman el artículo, producto todos ellos, del interés que la problemática que analizamos ha despertado en la comunidad científica y política al considerarlas líneas prioritarias de investigación, análisis y estudio. 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