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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.

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

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  • Digital skills of the high school teacher in the face of emergency remote teaching

    González-Fernández, María Obdulia; Universidad de Guadalajara (AperturaAperturaApertura, 2021-03-25)
    A diagnosis of the digital competencies of high school teachers applied at the beginning of emergency remote teaching due to Covid-19 is presented. The degree of knowledge was analyzed from the resignations of technological literacy and communication tools, the use of educational methodologies with information and communication technologies (ICT), the attitude towards the use of technology in teaching and the levels of teacher training. The present study is of a quantitative descriptive correlate nature; as an instrument a Likert-type survey was used, applied to 508 subjects from the technological baccalaureate subsystem. The results show that at the beginning of the pandemic the teacher had knowledge regarding the use of social networks, email and the word processors, however, they were unaware of the use of educational platforms for virtual teaching. The levels of association between the variables show that the development of their digital skills is related to both the institution of origin and the age of the teachers. This work help to understand that teachers went through in the development of fundamental teaching competencies for distance learning through technological means. 
  • Digital educational strategies to support basic engineering science courses

    Universidad Autónoma de Baja California; Justo López, Araceli Celina; Universidad Autónoma de Baja California; Castro García, Lorena; The University of Iowa; Aguilar Salinas, Wendolyn Elizabeth; Universidad Autónoma de Baja California; De las Fuentes Lara, Maximiliano; Universidad Autónoma de Baja California (AperturaAperturaApertura, 2021-03-26)
    In this paper there are described some educational strategies based on virtual learning environments, which were implemented in engineering programs with the purpose of mitigating failure rates in basic stage subjects. Based on a case study at the University of Baja California, the causes of failure for the period 2013 to 2016 were diagnosed, and subsequently, from 2017 to 2019, the implementation of four support strategies began. An analysis of the behavior of the failure rates before  and after the implementation of the strategies was made, and the results show up that both the failure levels in five subjects as well as the student lag decreased. Even though the strategies applied in this study are replicable, and the use of virtual learning environments supports students’ academic performance, it is still necessary to expand the research to measure the impact of additional strategies that were put in to practice simultaneously.
  • Basic digital skills to guarantee the academic continuity caused by Covid-19

    George Reyes, Carlos Enrique; Tecnológico de Monterrey (AperturaAperturaApertura, 2021-03-26)
    The migration from face-to-face to non-face-toface education due to the pandemic caused by Covid-19 has led to the transformation of learning scenarios. In this research, the perceptions of the students regarding the implementation of teaching strategies based on communicative interaction, the selection of learning materials, and for the evaluation based on the use of technologies were analyzed. The study subjects were high school students from a private educational institution located in Mexico. The study was descriptive, based on the application of a Likert-type scale questionnaire. The recovery of the data was carried out using a digital form designed expressly for the investigation. 248 students who were about to complete the fourth semestre in the period January-June 2020 participated. The results revealed that there was a favorable acceptance of the activities carried out by teachers with digital tools, some areas of opportunity were evident, such as face-to-face interaction, the scarce diversification of the content selected for learning and evaluation, and the absence of evaluation actions based on the use of discussion forums.
  • Teaching models on good teaching practices in virtual classrooms

    Consejo Nacional de Ciencia y Tecnología. México; Véliz Salazar, Miriam Iliana; Universidad Autónoma de Aguascalientes; Gutiérrez Marfileño, Victoria Eugenia; Universidad Autónoma de Aguascalientes (AperturaAperturaApertura, 2021-03-25)
    The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.
  • Working memory: effects of its training based on multimedia routines

    Consejo Nacional de Ciencia y Tecnología; Esquivel Gámez, Ismael; Universidad Veracruzana (AperturaAperturaApertura, 2021-03-25)
    The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimedia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.
  • Knowledge Graph to determine the domain of learning in Higher Education

    Hernández Almazán, Jorge Arturo; Universidad Politécnica de Victoria, México; Lumbreras Vega, Juan Diego; Universidad Politécnica de Victoria, México; Amaya Amaya, Arturo; Universidad Autónoma de Tamaulipas, México; Machucho Cadena, Rubén; Universidad Politécnica de Victoria, México (AperturaAperturaApertura, 2021-03-25)
    The representing of a student’s knowledge in an academic discipline plays an important role in boosting the student’s skills. To support stakeholders in the educational domain, it is necessary to provide them with robust assessment strategies that facilitate the teaching-learning process. Student´s mastery is determined by the degree of knowledge, which demonstrates objectively, on the topics included in the different areas that make up an academic discipline. Although there is a wide variety of techniques to represent knowledge, particularly Knowledge Graph technique is becoming relevant due to the structured approach and benefits it offers. This paper proposes a method that classifies and weights the nodes (topics) of a Knowledge Graph of a disciplinary area, which is analyzed through a case study. The method has two approaches: avoid exhaustive evaluation of the nodes and weight the nodes with adequate precision. Method´s application is illustrated by a case study. As results, a Knowledge Graph is obtained with its classified and weighted nodes through the application of the proposed method, in which 100% of the topics have been impacted through the objective evaluation of 20.8% representing 10 nodes. It is concluded that the proposed method has potential to be used in the representation and management of knowledge, being necessary to improve phases’ iteration to condition number of objective nodes.
  • Recursos educativos abiertos en comunidades virtuales docentes

    Recio Mayorga, Joaquín; Universidad de Extremadura; Gutiérrez Esteban, Prudencia; Universidad de Extremadura; Suárez Guerrero, Cristóbal; Universidad de Valencia (AperturaAperturaApertura, 2021-03-25)
    Los modelos formativos ligados a la teoría del conectivismo son cada vez más flexibles, abiertos y participativos. Bajo esta tendencia, se han expandido ideas como las comunidades virtuales docentes (CVD) y los recursos educativos abiertos (REA), que plantean oportunidades educativas en línea. El presente trabajo buscó conocer y analizar los usos y las potencialidades que tienen los recursos educativos de libre acceso en una CVD; además, se examinó el significado que los miembros de esa comunidad dan a los REA. Para esto, se  recurrió a un procedimiento cualitativo de investigación que permitió la elaboración y la validación interjueces de dos instrumentos de recolección de datos: una entrevista y una guía de indicadores de análisis que, mediante la observación participante, permitió evaluar y analizar los REA compartidos en una CVD, que se caracteriza por los procesos de intercambio y trabajo colaborativo entre docentes. Dentro de los principales hallazgos se observó que las CVD tienen mayor presencia en la formación del profesorado, donde se constató el impulso y la expansión de los REA. Se evidencia la importancia general de investigar el ámbito de la educación flexible y abierta, y de forma específica el potencial empleo de CVD, donde los REA tienen una especial relevancia en la formación docente.
  • Teaching and learning experience with a virtual classroom in the field of pedagogical support due to Covid-19

    Digion, Leda Beatriz; Facultad de Ciencias Médicas. Universidad Nacional de Santiago del Estero.; Alvarez, Margarita María; Facultad de Ciencias Médicas. Universidad Nacional de Santiago del Estero. (AperturaAperturaApertura, 2021-03-26)
    This work describes a pedagogical proposal for the dictation of a degree course, which originally had a face-to-face modality, sustained with the e-learning modality in the 2020 school year due to the social health situation caused by Covid-19. An analytical framework based on the pedagogical model of dimensions was applied, adapted for the virtual design of the Medical Informatics subject, of the Medicine career of the National University of Santiago del Estero, Argentina. The proposed dimensioning in the field of the pedagogical accompaniment process projected by the authorities of the faculty, allowed to program the active participation of the students and organize the monitoring of learning, through the axes proposed by the chair: individual work, group work, interactions and interventions.  Regarding the results obtained on educational mediation in the virtual classroom, it was possible to identify and propose the guidelines and resources in a new pedagogical dimension on didactic strategies; thus, this proposed dimension is considered a highly usable component for teaching work in search of an autonomous student, in terms of achieving goals in their teaching and learning process, as shown by the presented experience.
  • Challenges faced by the tutors of the Polivirtual system

    Instituto Politécnico Nacional; Peinado Camacho, José de Jesús; Instituto Politécnico Nacional. (AperturaAperturaApertura, 2021-03-25)
    The objective of this research was to document experiences on tutorials from the perspective of tutors of the Polivirtual system at the National Polytechnic Institute. The work opted for a qualitative methodology and followed the research question: What challenges do tutors face in the Polivirtual system? The study was non-experimental, with a cross-sectional and exploratory design, and used a nonprobabilistic and heterogeneou sample. The results obtained showed that the tutorial action is based on constant challenges, skills, strategies, digital media and the experiences of the tutors themselves. In addition, the research provided useful information about the tutor and their challenges in the Polivirtual system, while finding new trends and data whitin this topic, relevant for future and more introspective investigations. It is concluded that the tutorial activity alternates with other academic, administrative, training and even personal activities, which should be understood as challenges faced by tutors, although not generalizable or definitive.
  • Coaching Tutorial System: use case matter of degree seminar

    Rodríguez Aguilar, Rosa María; Universidad Autónoma del Estado de México; Niño Membrillo, Yedid Erandini; Universidad Autónoma del Estado de México; Razo Sánchez, Rocío Selene; Universidad Autónoma del Estado de México (AperturaAperturaApertura, 2021-03-25)
    The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.
  • WhatsApp como recurso para el trabajo grupal en estudiantes universitarios

    Veytia Bucheli, María Guadalupe; Universidad Autónoma del Estado de Hidalgo; Bastidas Terán, Felipe Antonio (AperturaAperturaApertura, 2020-09-29)
    El objetivo de esta investigación fue analizar el trabajo grupal que realizan estudiantes de una universidad pública en el estado de Hidalgo, México, mediante el uso de WhatsApp. El estudio es descriptivo con un enfoque cuantitativo; se aplicó una encuesta a 299 estudiantes de las licenciaturas en Ciencias de la Educación y en Trabajo Social. Entre los principales hallazgos destaca la utilidad de la herramienta tecnológica para la organización de trabajo, el desarrollo de una comunicación eficiente entre estudiantes, y entre estudiantes y docentes, lo que fortalece las relaciones interpersonales, siempre y cuando se trabaje con grupos pequeños y se implementen actividades didácticas concretas. Una de sus limitaciones son las distracciones que surgen con el envío de información que no corresponde al tema de estudio.
  • Advantages of Law learning in online and semi-presential courses at the Autonomous University of Ciudad Juárez (México)

    Camarillo Hinojoza, Hugo Manuel; Universidad Autónoma de Ciudad Juárez; Barboza Regalado, Claudia Daniela; Educar para Triunfar. Sociedad civil (AperturaAperturaApertura, 2020-09-29)
    The purpose of this article is to present the findings obtained regarding the advantages of the learning process of the law students of the Autonomous University of Ciudad Juárez through online education. The article derives from a broader investigation in which a qualitative methodology with an interpretive approach was used. The development of skills in reading ability and comprehension, writing, as well as the capacity for analysis and synthesis through the preparation of essays, mental and conceptual maps, were identified as learning advantages under this educational modality. Also the development of library skills by searching for information on platforms and strengthening digital skills through the use of applications to develop materials and work that promote learning. In addition, it was found that learning law in virtual environments constitutes alternatives for people with disabilities or with health problems. It is concluded that the traditional teaching of law must be confronted to transmute to one characterized by the use of Information and Communication Technologies and the digital culture.
  • Technopedagogical mediation strategies in virtual learning environments

    Ramírez-Hernández, Moramay; Universidad Tecnológica de Tecámac, México.; Cortés Palma, Elizabeth; Universidad Politécnica de Tulancingo, México; Díaz Alva, Angelina; Universidad Tecnológica de Tecámac, México. (AperturaAperturaApertura, 2020-09-29)
    This paper describes the research done about the importance of establishing technopedagogical mediation strategies when a Virtual Learning Environment (VLE) is implemented. The objective of this work is to improve the efficiency of the Virtual Tutoring Platform in the teaching-learning process, through the implementation of strategies in the virtual tutoring model of a technological university. The methodological part of the work was developed using a mixed approach: the qualitative part was worked with a focus group and the quantitative part was carried out with cluster sampling. The main contribution of this work is the six categories and strategies proposed, which can be applied to any VLE. The results confirm the importance of guiding the student, establishing communication mechanisms, interaction and application of learning methodologies as well as their relationship with the information communication and technologies. The only limitation so far is that a dedicated server and good bandwidth are required to improve the service.
  • Digital natives: Internet and its relationship with reading in university students

    Chávez Márquez, Irma Leticia; Universidad Autónoma de Chihuahua; Flores Morales, Carmen Romelia; Universidad Autónoma de Chihuahua; Ordóñez Parada, Ana Isabel; Universidad Autónoma de Chihuahua; Sánchez Acosta, Luis Raúl; Universidad Autónoma de Chihuahua (AperturaAperturaApertura, 2020-09-29)
    The aim of this work was to diagnose native digital university students, about the relationship between Internet use and the number of hours of weekly reading on the internet and printed sources as well as its relationship with the academic and non-academic information, which will be useful for future research. It was a quantitative, transversal and correlational research; there was a sample of 1 500 university students, with random probabilistic sampling of students enrolled in Mexico in higher education. A survey type instrument was used. The results indicate that university students in Mexico present a direct relationship in the number of hours of weekly reading via the internet and the number of hours of reading in printed published sources; they are search engines for academic information to a greater range in printed sources; highlighting that most digital university natives have a reading habit.
  • WhatsApp como recurso para el trabajo grupal en estudiantes universitarios

    Veytia Bucheli, María Guadalupe; Universidad Autónoma del Estado de Hidalgo; Bastidas Terán, Felipe Antonio (AperturaAperturaApertura, 2020-09-29)
    El empleo de dispositivos móviles se ha incrementado en los diferentes ámbitos del ser humano, de manera particular el WhatsApp está presente en las actividades cotidianas que realiza, y en los espacios académicos su uso es cada vez más frecuente para compartir información, así como para organizar el trabajo grupal que realizan los estudiantes en diversas asignaturas. El objetivo de la investigación fue analizar el trabajo grupal que realizan estudiantes de una universidad pública en el Estado de Hidalgo a través del empleo del WhatsApp, se llevó a cabo un estudio descriptivo con enfoque cuantitativo, se aplicó una encuesta a 300 estudiantes de las Licenciaturas en Ciencias de la Educación y Trabajo Social. Entre los principales hallazgos se destaca la utilidad de la herramienta tecnológica para la organización de trabajo, el desarrollo de una comunicación eficiente entre estudiantes y estudiantes, así como estudiantes y docentes, lo que fortalece las relaciones interpersonales, entre las limitaciones señalan las distracciones que se generan con envío de información que no corresponde al tema de estudio.
  • El futuro de la interacción aprendiz-interfaz, una visión desde la tecnología educativa

    Dra. Katherina Gallardo; Assaf Silva, Nayiv Amin Jesús (AperturaAperturaApertura, 2020-09-29)
    A partir de las tres interacciones de Moore de la educación a distancia, Hillman, Willis, & Gunawardena, propusieron una interacción tecnológica en el dominio instruccional, la interacción aprendiz-interfaz. A 26 años de su propuesta, debido al alto grado de tecnologización de la tecnología educativa por su vinculación con la inteligencia artificial, esta interacción está más vigente que nunca. En este artículo se desarrolla el pasado, presente y futuro de esta cuarta interacción. Se exponen los tres rubros tecnológicos más importantes en torno a la educación, para el desarrollo futuro de la interacción aprendiz-interfaz: (1) Evaluación de interacciones tecnológicas en el dominio del aprendizaje: usabilidad y experiencia de usuario, (2) Capacidades de agentes inteligentes educativos: inteligencia artificial y procesamiento de lenguaje natural, y (3) Alcance de algoritmos predictivos en educación: deep learning y big data,  como elementos fundamentales, aunque no los únicos, para el diseño de la próxima generación de interfaces multimedia inteligentes 2D y 3D con propósito educativo. Se plantea la necesidad de un modelo interaccional unificado, basado en el modelo interaccional triangular Anderson-Moore, y se toma el teorema de equivalencia de Anderson para hipotetizar un posible escenario futuro a corto, mediano y largo plazo de la educación altamente tecnológica
  • Pantallas táctiles y enseñanza del inglés a niños con trastorno por déficit de atención: prácticas idiomáticas y juegos recreativos

    Villafuerte-Holguin, Jhonny Saulo; Universidad Laica Eloy Alfaro de Manabí, Ecuador Líder del proyecto de investigación: Juegos recreativos para potenciar el equilibrio motriz de niños y niñas de educación básica del cantón Manta; Alonzo Rezabala, Martha Elena; Universidad Laica Eloy Alfaro de Manabi (AperturaAperturaApertura, 2020-09-29)
    La inclusión educativa ha logrado incrementar el número de niños y niñas con trastorno autista que ejercen su derecho a la educación básica. No obstante, los docentes requieren soporte para elaborar las adaptaciones curriculares en diversas asignaturas. Este trabajo tiene como objetivo socializar una experiencia que hace uso de las pantallas táctiles en adaptaciones curriculares para enseñar inglés mediante juego a niños que presentan el trastorno de déficit de atención. Se administra la investigación acción para validar 7 adaptaciones curriculares diseñadas por el equipo investigador para la adquisición de vocabulario en inglés como lengua extranjera. Participan 3 niños diagnosticados con trastorno autista, quienes están domiciliados en Manabí, Ecuador. Para el monitoreo de los avances en los participantes se aplica una rubrica que evalúa el número de nuevas palabras adquiridas. Los resultados muestran que la función videos capta y mantienen por mayor tiempo la atención de los participantes durante las prácticas idiomáticas. La grabación de voz aporta al desarrollo de su comprensión auditiva y aporta al mejoramiento de la pronunciación. Se concluye que el uso de pantallas táctiles aplicadas apropiadamente, pueden ser relevantes al diseño de adaptaciones curriculares en el proceso de enseñanza y aprendizaje de estudiantes con necesidades educativas especiales.
  • Modelo instruccional configurable y computable basado en elementos de gamificación: un estudio de caso sobre la educación en ingeniería de software

    Universidad Autónoma de Yucatán; Consejo Nacional de Ciencia y Tecnología.; Aguilar Vera, Raúl Antonio; Universidad Autónoma de Yucatán; Briceño Arceo, Erika Eunice; Universidad Autónoma de Yucatán; Díaz Mendoza, Julio Cesar; Universidad Autónoma de Yucatán; Ucán Pech, Juan Pablo; Universidad Autónoma de Yucatán (AperturaAperturaApertura, 2020-09-29)
    En el presente artículo se describe un Modelo Instruccional Configurable y Computable basado en Elementos de Gamificación, propuesto para la Educación en Ingeniería de Software. Se reporta también la evaluación del modelo, en el estudio experimental se compararon dos tratamientos: (I) la dinámica tradicional de utilizar un documento en papel para la Prueba de Desempeño, y (II) el uso de un Entorno Virtual de Aprendizaje (EVA) configurado con base en el Modelo; las variables dependientes consideradas fueron el tiempo y el puntaje. Del análisis estadístico se pudo concluir que los estudiantes no presentan diferencias significativas en los puntajes obtenidos en ambos tratamientos, sin embargo, el tiempo resulto ser una variable con diferencias significativas, utilizando menos tiempo los estudiantes con el EVA.
  • Gamificación en la educación a distancia: experiencias en un modelo educativo universitario

    Programa para el Desarrollo Profesional Docente, para el Tipo Superior (PRODEP); Facultad de Educación de la Universidad Autónoma de Yucatán; Reyes Cabrera, William René; Universidad Autónoma de Yucatán; Pech, Sergio Humberto Quiñonez; Universidad Autónoma de Yucatán (AperturaAperturaApertura, 2020-09-29)
    Se presenta los resultados de un estudio utilizando los aspectos teóricos y metodológicos de la gamificación llevados a la práctica e identificar la pertinencia de las estrategias de gamificación para los cursos a distancia de la Universidad Autónoma de Yucatán, con base en las características de su Modelo Educativo..El estudio describe el diseño e implementación del curso en distancia con diversas estrategias de gamificación, valoradas desde la perspectiva del estudiantado y analizando sus implicaciones educativas en el Modelo Educativo, encontrando que este tipo de estrategias son pertinentes y adecuadas dado el contexto educativo y social de la actualidad, aunque requiere de más políticas institucionales encaminadas a la apertura de innovaciones y experiencias educativas nuevas de un profesorado comprometido, creativo y de trabajo multi e interdisciplinario, con el fin de lograr aprendizajes más significativos y motivadores para el estudiantado.
  • Ventajas del aprendizaje del derecho en los cursos en línea y semipresenciales de la Universidad Autónoma de Ciudad Juárez

    Camarillo Hinojoza, Hugo Manuel; Universidad Autónoma de Ciudad Juárez; Barboza Regalado, Claudia Daniela; Educar para Triunfar. Sociedad civil (AperturaAperturaApertura, 2020-09-29)
    El objetivo de este artículo es presentar los hallazgos obtenidos respecto a las ventajas del proceso de aprendizaje de los estudiantes de la licenciatura en derecho de la Universidad Autónoma de Ciudad Juárez (UACJ) al cursar asignaturas en línea y semipresenciales durante su formación académica. El artículo deriva de una investigación más amplia en la que se utilizó una metodología cualitativa con enfoque interpretativo. Se identificaron como ventajas de aprendizaje bajo esta modalidad educativa el desarrollo de habilidades en la capacidad y comprensión lectora, la redacción, así como la capacidad de análisis y síntesis a través de la elaboración de ensayos, mapas mentales y conceptuales. También el desarrollo de habilidades bibliotecnológicas mediante la búsqueda de plataformas jurídicas y el fortalecimiento de las de carácter informático mediante la puesta en práctica de aplicaciones (apps) para elaborar materiales y trabajos que favorecen el aprendizaje. Además se encontró que el aprendizaje del derecho en ambientes virtuales constituye alternativas para las personas con discapacidad o con problemas de salud. Se concluye que debe confrontarse la enseñanza tradicional del derecho para trasmutar a una caracterizada por el uso de las Tecnologías de Información y Comunicación (TIC) y la ponderación de la cultura digital.

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