Apertura: revista de innovacion educativa is a periodic publication of research and scientific communication specialized in education innovation in virtual environments. The purpose of Apertura is to promote scientific communication and academic debate in the field of virtual education, online, distance, and unconventional educational modalities; so it distributes educational research results, narratives of argumentative experiences in educational innovation and articles that promote the debate on topics on the field of education in virtual learning environments. The publication is edited by the University of Guadalajara, through the Virtual University System and financed by the Academic, Administrative and Technological directions of UDGVirtual in addition to the National Council of Science and Technology (CONACYT) and the Research and Graduate Coordination of the University of Guadalajara.


The Globethics.net library contains articles of Apertura: revista de innovacion educativa as of vol. 1(2009) to current.

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  • Analysis of use of virtual spaces in higher education

    Pérez García, Édgar Alfonso; Universidad Autónoma de San Luis Potosí; Rodríguez Sánchez, José de Jesús; Universidad Autónoma de San Luis Potosí (Apertura, 2022-03-31)
    This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside.
  • Designing an English learning website by using the ADDIE model

    Jurado Soto, Édgar Willian; Universidad del Cauca; Martos Eliche, Fermin; Universidad de Granada (Apertura, 2022-03-31)
    This paper describes the design of a website for the teaching and learning of English at Universidad del Cauca, Colombia, according to the ADDIE instructional design model to provide academic alternatives with the support of web-based technologies. The prototype of a website capable of hosting English courses managed through virtual or blended modality is the concrete result of this study. Although the low number of courses hosted and oriented on the website may be a limitation, the information collected allowed the tool sophistication throughout the process. This study contributed to apply the ADDIE model for designing a web tool to manage English courses at Universidad del Cauca.
  • Instructional design according to the ADDIE model in initial teacher training

    La Academia de cuarto año de la Licenciatura en Educación Especial en Benemérita Escuela Normal Veracruzana Enrique C. Rébsamen y estudiantes participantes, contribuyeron para la realización de este trabajo.; Morales González, Berenice; Benemérita Escuela Normal Veracruzana Enrique C Rébsamen (Apertura, 2022-03-31)
    This essay analyzes the instructional design from model ADDIE in the educational initial formation, in a course of seventh semester of the Degree in Special Education during 2020- 2021 at the Benemérita Escuela Normal Veracruzana (BENV). The qualitative methodology used was the teacher’s research-action (Ebbutt y Elliot, 2000) with triangulation strategies of method and subjects (Santos-Guerra, 1990). It articulates the description of the instructional design with the configuration of virtual learning environments, understood like spaces of education-learning and evaluation, an expansion of space and temporary possibilities from the intercommunication and interconnection mediated by the use of technology (Bustos & Coll, 2010). The five phases that structure the ADDIE model are described and analyzed from various angles such as disciplinary and pedagogical dimension of Special Education, cross-institutional dimension, technological dimension, which allows assessing the links between participants. Learning focused on learning to learn and motivational learning were linked to broad and complex instructional processes for teacher training schools as Analysis Design, Development, Implementation and Evaluation.
  • Kahoot!, Plickers And Socrative: ICT resources to assess musical content in Primary Education

    López García, Narciso José; Facultad de Educación de Albacete. Departamento de Didáctica de la Educación Física, Artística y Música (Universidad de Castilla-La Mancha) (Apertura, 2022-03-31)
    Assessing musical competencies is a complicated process. However, the implementation of ICT in the classroom has facilitated this task, helping the Music education teacher to collect data in real time to describe the level of musical content of the students and information to fill in the required official documents. In this study, different evaluation strategies in music education are analyzed, as well as the main characteristics of three digital platforms, Kahoot!, Plickers and Socrative, whose main potential lies in the generation of gamified evaluation tests and evaluation and qualification reports of the students required by the educational administrations. The work method has been the analysis of information, which has served to make an exhaustive description of these platforms with the aim of providing the teachers information and tools that enable them to use and implement ICT in the evaluation of musical content of the Primary Education curriculum. Finally, the conclusions related to the benefits and limitations of these digital tools when applied in the Music classroom are presented.
  • Educational digital inclusion: a conceptual mapping

    Gallegos García, Yazmín; Universidad Autónoma de Querétaro; García Ramírez, Ma. Teresa; Universidad Autónoma de Querétaro (Apertura, 2022-03-25)
    The objective of this documentary review was to analyze the notion of educational digital inclusión and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes.
  • TPACK: Innovation in the teaching of chemistry during the Covid-19 pandemic in high school students

    Universidad Autónoma del Estado de México; Becerril Morales, Fernando; Universidad Autónoma del Estado de México; Mendoza González, Brenda; Universidad Autónoma del Estado de México (Apertura, 2022-03-31)
    Education with online tech tools during the pandemic caused by covid-19 was the principal alternative due the restrictions worldwide, and its insertion required models that made them more efficient. The aim of this research was to know the effectiveness of the TPACK model making use of ICT in the teaching-learning process of the subject Chemistry II in upper middle level, during the contingency. It was a quasi-experimental study with A-B-A design, involving 152 fourthsemester high school students from a public institution, distributed into four experimental groups in which an educational program was implemented. Three tests were designed and validated by expert judgement, with α = .91, .92 and .93, and were applied as a pre- and posttest. The educational program was developed in the TPACK model, using ICT. The data were analyzed through the student’s t-test and showed improved performance of the participating students after the intervention. An innovative design of instruction was generated with the TPACK model, which demonstrated its effectiveness for the insertion of technology for teaching that can be generalized to the instruction of other chemistry topics in high school.
  • Academic perception of barriers to the adoption of technological innovations during the covid-19 pandemic

    García Martínez, Verónica; Universidad Juárez Autónoma de Tabasco División Académica de Educación y Artes; Silva Payró, Martha Patricia; Universidad Juárez Autónoma de Tabasco División Académica de Ciencias y Tecnologías de la Información (Apertura, 2022-03-31)
    The objective of this research was to identify barriers to the adoption of a technological innovation perceived by professors at a public university in southeastern Mexico, in which a strategy for the use of virtual classrooms was implemented as a measure to address the social distancing forced by the covid-19 pandemic. A descriptive, non-experimental, cross-sectional, quantitative descriptive study was carried out in which two groups of incident factors were considered: intrinsic (attitudes and beliefs; knowledge and skills) and extrinsic (available resources and educational system). A questionnaire with 30 items was designed and measured with a Likert-type scale and applied to 805 teachers. The results showed that teachers perceive extrinsic barriers as the most important in adopting technological innovations, especially those related to equipment and connectivity, while intrinsic barriers are are mainly focused on the beliefs, so the early adopters and early majority profiles are distinguished.
  • Availability and technological knowledge of university mathematics teachers in the time of covid-19

    Acuña Michel, Laura Lillian; Instituto Tecnológico de Sonora; Cuevas Salazar, Omar; Instituto Tecnológico de Sonora; Angulo Armenta, Joel; Instituto Tecnológico de Sonora (Apertura, 2022-03-31)
    The purpose of the study was evaluating, in the face of the contingency caused by the Coronavirus Disease pandemic (COVID-19), the mathematics teachers knowledge and availability of technological tools for teaching remote university courses. The research adopted the quantitative approach and the design is non-experimental, transactional and descriptive. Eighty-one teachers participated and the survey consisted of 38 items with dichotomous answers, Likert scale and multiple selection. The questions were related to the remote modality, the availability of technology devices and services, and the use of technological tools. According to the results, the mathematics teachers of one south Sonora university have internet access and technological devices to distance teaching, they know or have used virtual classroom platforms and applications that allow communication with students. The areas of opportunity that were detected are the distance courses design, the online exams and didactic material preparation, as well as the implementation of tools that promote collaborative work.
  • Emerging Pedagogies developed for higher education from the covid-19 curfew

    Lira López, Liliana; Universidad Marista de Guadalajara; Uribe López, Alejandro; Universidad de Guadalajara (Apertura, 2022-03-31)
    Presenting the results had the goal was to identify the knowledge obtained by the experience of teachers during the confinement for the pandemic, in the months of January to June 2020. The methodological approach was a mixture of two stages: The first one was quantitative, in which a survey was carried out on a suitable non-random sample on six universities with in the country. The second one was qualitative, in which semi-structured interviews were carried out on teachers that have experience on both regular learning and distance learning modes caused by the lockdown. The results, from a systemic perspective on the emergent situation, allowed us to recognize the institutions and teachers as knowledge managers. We can observe how the actors managed to bring balance to their institutional structures, as well as to the teaching and learning processes. Notwithstanding the fact that this research was carried out on private universities and that only the learning experience acquired by the transitioning to distant learning was retrieved, the findings contribute pedagogical field create in the crisis, regarding the efficient learning-oriented measurements and organizational structure.
  • Construction of virtual classrooms: Impact on the process of teachers' formation

    Jiménez Pinto, Juana del Carmen; Universidad Pedagógica Experimental Libertador-Instituto Pedagógico de Barquisimeto "Luis Beltrán Prieto Figueroa" (UPEL-IPB); Calzadilla Muñoz, María Eugenia; Universidad Pedagógica Experimental Libertador-Instituto Pedagógico de Barquisimeto "Luis Beltrán Prieto Figueroa" (UPEL-IPB) (Apertura, 2012-06-26)
    The present study is based on the analysis and the evaluation of the teachers' formation for the construction of virtual classrooms during the development of the Expert Program in e- learning of the Foundation for the Technological Update of Latin America (FATLA). This experience was achieved thanks to the concern of the Department of Distance Education, Pedagogic Experimental University Liberator (UPEL), and Institute Pedagogic Barquisimeto. Guided by a selected group of university professors, its importance takes root in the ongoing consolidation inside the institution of a new and important modality: Distance Education. Among the most important aspects of the Program we should point out the strengthening of traditional learning modalities through the incorporation of learning strategies centered on Technologies of Information and Communication (ICT). This evaluation is based on an investigation field, and a qualitative study of cases. The techniques applied on this study were the observation and the interview of the participants of the Program. The results allowed the production of a synthesis of the process of development and application of the knowledge, which generated the incorporation of fifteen new classrooms to the Virtual Lounge of the UPEL. Nowadays, a new edition of the Program is being developed and thanks to the successful results, an agreement was signed between FATLA and UPEL to make it a postgrade, due to the deep impact it has had on the process of curriculum´s transformation of this University.
  • Entornos virtuales de aprendizaje orientados al desarrollo de las habilidades de lectoescritura

    Álvarez, Guadalupe; CIAFIC-CONICET (Apertura, 2013-01-22)
    Muchos estudios han destacado las dificultades de los estudiantes para resolver las tareas típicas de lectura y escritura en la universidad. En la actualidad, los avances de las tecnologías de la información y la comunicación (TIC) proveen nuevas alternativas que pueden ser aprovechadas para superar los problemas de lectoescritura. Por ello, se vuelve necesario ofrecer orientaciones sobre el modo de facilitar los aprendizajes en entornos virtuales de aprendizaje. Así, este trabajo recomienda analizar, con base en una propuesta de análisis semiótico integral, una serie de blogs y cursos online en español que apuntan al desarrollo de las habilidades de lectura y escritura de estudiantes universitarios. Consideramos que este tipo de análisis representan el primer paso para establecer criterios de buenas prácticas con TIC en el contexto universitario, en particular en el área de didáctica de la lectura y la escritura.  
  • Elements Involved in Teaching and Learning Online

    Perdomo, Yarinés; (UPEL-IPB); Perdomo, Gelsy; El Alto de Escuque Via Principal (Apertura, 2012-06-29)
    Teaching and learning from virtual reality requires teachers now able to transform their teaching practice using new information technologies and communications to meet their students, cultural and technical challenges facing that lead to a dynamic and complex changes in what to teach, how to teach and what they teach. These conditions are conducive, personalized learning process and collaborative teaching and action that explores the needs and interests of the group of students to develop their skills through interaction with the virtual context. In this sense, the purpose of argumentative essay is to reflect on the process of teaching and learning from the virtual educational theorists considering the elements that are involved in this process. This was dealt with virtual education and elements of collaborative learning, virtual teaching strategies and skills of teachers in distance education. It is expected that teachers in their actions foster a transformative teacher education can awaken in the group of student motivation to learn actively and with the progress that society has.
  • Acercamiento epistemológico a la teoría del aprendizaje colaborativo

    Galindo González, Rosa María; Universidad de Guadalajara; Galindo González, Leticia; Universidad de Guadalajara; Martínez de la Cruz, Nadia; Universidad de Guadalajara; Ley Fuentes, Martha Georgina; Universidad de Guadalajara; Ruiz Aguirre, Edith Inés; Universidad de Guadalajara; Valenzuela González, Elizabeth; Universidad de Guadalajara (Apertura, 2013-01-22)
    El aprendizaje colaborativo es un sistema de interacciones cuidadosamente diseñado que organiza e induce la influencia recíproca entre los integrantes de un equipo para la construcción colectiva de significados comunes. Esta investigación documental muestra un panorama general de los fundamentos y las bases epistemológicas que lo sustentan desde diferentes paradigmas teóricos. Los antecedentes del aprendizaje colaborativo se remontan a la misma historia del hombre, que lo concibe como la expresión más representativa del socioconstructivismo educativo. Vigotsky, Piaget y Croock lo consideran como consecuencia de los procesos sociales y de interacción, y obtienen como beneficio la co-construcción de nuevos conocimientos o significados. La visión del aprendizaje colaborativo se percibe como la construcción de nuevos significados a partir de ciertos elementos clave: grupos pequeños, metas comunes, corresponsabilidad, el logro y la interacción social con los demás para la creación de nuevas alternativas en la solución de problemas. 
  • From the traditional Web to the Semantic Web

    Llorente Cejudo, María del Carmen; Universidad de Sevilla (Apertura, 2012-06-26)
    In this article we present a brief approach to the different transformations that the Net has suffered in the last times and, more concretely, the relevance acquired by some of their elements in the incorporation of the formative processes. Changes that involve to know the most characteristic elements that have allowed us to open the way from the traditional web to what today we know as Web 2.0 or Social Web, and the incorporation of different technologies that this latter offers us for the teaching, highlighting fundamentally, the social nets and the personal learning environments like educational resources. Also, we will conclude making some brief references to the didactic possibilities that Semantics Web raises for its integration in levels of higher educations.
  • Educational innovation strategy of Economic Botany with a distance-teaching mode

    Velázquez Silvestre, María Gisela; Universidad Veracruzana; Rodríguez Orozco, Nereida; Universidad Veracruzana; Martínez Martínez, Marina; Universidad Veracruzana (Apertura, 2012-06-29)
    En el año 2009, la Universidad Veracruzana implementa una nueva estrategia de fortalecimiento de la docencia, a través del "Proyecto Aula", que tiene como propósito lograr que el profesorado incorpore en su práctica docente el uso intenso de las tecnologías de información y comunicación, la investigación y el desarrollo del pensamiento complejo, a fin de que los estudiantes adquieran la capacidad para aprender y para abordar, por sí mismos, los problemas y las tareas de avanzada en el mundo contemporáneo.Este proyecto propone, con base en el diseño instruccional y el enfoque de competencias, el rediseño de las experiencias educativas que integran el plan de estudios. Una experiencia exitosa de esta propuesta es el rediseño de la experiencia educativa de Botánica Económica, que se ofrece en el segundo año de estudios del programa educativo del Ingeniero en Sistemas de Producción Agropecuaria, en el área de formación disciplinar.Los aspectos que se fortalecieron en el rediseño fueron las actividades prácticas, el uso de la plataforma Eminus, la motivación y el andamiaje. Los resultados mostraron diferencias significativas entre las generaciones estudiadas, donde las medias en las evaluaciones fueron superiores en la generación 2010.
  • Reflective writing as a learning resource for a blended course

    Ortizmichel, Gabriela; Instituto Tecnológico y de Estudios Superiores de Occidente (Apertura, 2012-06-26)
    The aim of this document is to reflect on an experience of reflective writing that took place in a blended learning undergraduate course. The experience is presented from the perspective of the teacher and that of the students, and it is read from the teacher's log, the written interaction with students, and the texts produced by the students in their blogs. Thoughts about the meaning that students gave to the reflecting process, the lack of evidence about what occurs in terms of the purpose of the course, and the need for the teacher to coach students in the reflective thinking process (where theory and experience are in dialogue), are taken into account.
  • Educational perspective on the learning environment in distance education in the Faculty of Engineering in Agropecuary Production Systems

    Velázquez Silvestre, Ma. Gisela; Universidad Veracruzana; Martínez Martínez, Marina; Universidad Veracruzana (Apertura, 2012-06-26)
    A questionnaire was applied to 22 of 24 teachers of Distance Education System in the Faculty of Engineering in Agropecuary Production Systems. We analyzed the major factors and areas that directly affect on the learning environment. The results showed that the main areas where assistance was provided, was the classroom with 86.36%. The space used to develop practices was the center for computing and multimedia, and 45.4%, the internet was mainly used for: access to the Eminus Platform by 88.36%, checking tasks and messages in an 86.36%. The students' responsibility according to the perspective of teachers was reflected in attendance at counseling sessions in a 47.27%. The teacher - student Communication developed through electronic means in a 91.81% more access to training materials used was through an Eminus platform in an 81.81%. The main characteristics of the materials indicated that they are digitized into an 81.81%. Finally and according to the interests of teachers to 100% were interested in keeping updated in their discipline and use of technologies.
  • Strategic plans for the incorporation and use of the IT's: change management clues

    Ángeles Mancilla, Arturo; UNAM (Apertura, 2012-06-29)
  • ICT in the Basic Professional Training programs in Ceuta

    Cacheiro González, María Luz; Universidad Nacional de Educación a Distancia (UNED); García García, Francisco; Universidad Complutense de Madrid (UCM); Moreno Guerrero, Antonio José; IES Abyla, Ceuta (Apertura, 2015-09-30)
    The objective of this research is to identify ICT devices available to the students and teachers of Basic Professional Training programs in Ceuta (Spain), what training they have on them and the use they do, both personally and educational. The student’s participants are 251, and a sample of 18 teachers. The results indicate that students are trained in ICT, mainly using the Smartphone, but with a differentiated use in a personal and educational level. Teachers say they are trained in ICT, mainly using the computer in personal and educational activities. Regarding the students profile, teachers agree on the on assessment on the socioeducational difficulties, highlighting the low motivation by homework tasks, and work exclusion.
  • WhatsApp as a resource for group work in university students

    Veytia Bucheli, María Guadalupe; Universidad Autónoma del Estado de Hidalgo; Bastidas Terán, Felipe Antonio (Apertura, 2020-09-29)
    The objective of the research was to analyze the group work carried out by students of a public university in the State of Hidalgo, Mexico, through the use of WhatsApp, a descriptive study with a quantitative approach was carried out, and a survey was applied to 299 students of the Bachelor’s degrees in Education Sciences and Social Work. Among the main findings, the usefulness of the technological tool for the organization of work stands out, and the development of efficient communication between students and students, as well as students and teachers, which strengthens interpersonal relationships, among the limitations are the distractions that generated by sending information that does not correspond to the subject of study.

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