Abstract The article aims to reconstruct the growth of Law Schools from the national perspective in two periods of higher education expansion in Brazil. In the first period, from 1964 to 1980, the paper emphasizes the role of private institutions in the expansion and the dominant conception of undergraduate studies as being vocational. In the second period, from 1996 to 2019, it thematizes the legislation created after the 1988 Constitution, which includes the changing conception of university education, and the processes of commodification and financialization of higher education. Lastly, the paper deals with full and partial distance learning in undergraduate degrees and discusses the role of the Brazilian Bar Association in face of the expansion of the Law Schools. The article contributes to the comprehension of a phenomenon that is frequently mentioned by the literature but has not yet been analyzed from empirical data. Grounded on the changes of legislation and policy, and on the data from the Statistical Yearbook of Brazil and Higher Education Census, the paper shows that the growth of Law Schools followed the expansion of higher education in Brazil in both periods and that the area’s main particularity is that the Ministry of Education did not authorize the creation of schools with full distance learning for undergraduate Law degrees in the period. period 196 1980 vocational 199 2019 198 Constitution Lastly policy Census areas area s 19 201 1 20 2

Resumo O artigo tem como objetivo reconstruir o crescimento dos cursos de Direito a partir do cenário nacional em dois momentos de expansão da educação superior no Brasil. No primeiro, de 1964 a 1980, é enfatizado o papel das instituições privadas na expansão e a concepção dominante da graduação como profissionalizante. No segundo, de 1996 a 2019, são tematizados a legislação criada a partir da Constituição de 1988, incluída a mudança de concepção sobre o papel da formação universitária, e os processos de mercantilização e de financeirização da educação superior. Por fim, o texto trata do ensino a distância e da sua entrada nos cursos presenciais e discute o papel da Ordem dos Advogados do Brasil frente à expansão dos cursos de Direito. O trabalho contribui para a compreensão de um fenômeno bastante mencionado na literatura, porém ainda não analisado a partir de dados empíricos. Fundamentado pelas mudanças de legislação e de política pública e pelos dados do Anuário Estatísticos do Brasil e do Censo da Educação Superior, o texto mostra que os cursos de Direito acompanharam a expansão da educação superior no Brasil em ambos os períodos e que a principal particularidade do curso está em o MEC não ter autorizado abertura de cursos da área na modalidade a distância no período. primeiro 196 1980 profissionalizante segundo 199 2019 1988 universitária fim literatura empíricos Superior período 19 198 201 1 20 2

Autonomous electric vehicles use camera sensors for vision-based steering control and detecting both roads and objects. In this study, road and object detection are combined, utilizing the YOLOv8x-seg model trained for 200 epochs, achieving the lowest segmentation loss at 0.53182. Simulation tests demonstrate accurate road and object detection, effective object distance measurement, and real-time road identification for steering control, successfully keeping the vehicle on track with an average object distance measurement error of 2.245 m. Route planning for autonomous vehicles is crucial, and the A-Star algorithm is employed to find the optimal route. In real-time tests, when an obstacle is placed between nodes 6 and 7, the A-Star algorithm can reroute from the original path (5, 6, 7, 27, and 28) to a new path (5, 6, 9, 27, and 28). This study demonstrates the vital role of sensor fusion in autonomous vehicles by integrating various sensors. This study focuses on sensor fusion for object-road detection and path planning using the A* algorithm. Real-time tests in two different scenarios demonstrate the successful integration of sensor fusion, enabling the vehicle to follow planned routes. However, some route nodes remain unreachable, requiring occasional driver intervention. These results demonstrate the feasibility of sensor fusion with diverse tasks in third-level autonomous vehicles.

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract Introduction: The COVID-19 pandemic has posed challenges to entities responsible for qualifying healthcare professionals worldwide, needing adaptation to offer distance learning courses in the face of implications such as social distancing. However, despite these courses, there are still gaps in understanding their effects. Objective: To analyse the feeling of professional managers on the effects of a distance learning course, implemented for the development of public health competencies during the COVID-19 pandemic. Methodology: Qualitative research based on data collected from the virtual course environment, which included responses to a question posed to manager-professionals one month after completion: "Which tasks do you routinely perform that have undergone any modification due to your participation in the course?" Data analysis used Descending Hierarchical Classification with the aid of the IRAMUTEQ® software, focusing on Simple Segments of Text (SST). SSTs were classified based on their respective vocabularies of higher frequency and words with significant association (p<0.001). Finally, the software produced a dendrogram illustrating the hierarchical class scheme. Results: 256 responses were processed with a utilization rate of 76.3% of SSTs, resulting in a dendrogram with four classes, revealing modifications in (1) Execution of daily work tasks; (2) Expansion of knowledge about work in the Unified Health System; (3) Coordination between areas for the development of actions in Public Health; (4) Support and guidance for health surveillance actions in collaboration with municipalities. Final Considerations: The use of IRAMUTEQ® software eased the processing and analysis of a large amount of qualitative data, yielding findings that showed significant changes in the professional practice of managers and, so, a positive impact on the development of public health competencies even during a pandemic.

Resumo Introdução: a pandemia COVID-19 trouxe desafios às instâncias responsáveis pela qualificação dos profissionais de saúde no mundo todo, que necessitaram se adaptar para oferta de cursos na modalidade à distância, frente às implicações impostas, como o distanciamento social. Entretanto, a despeito desses cursos, ainda persistem lacunas na produção de conhecimentos dos seus efeitos. Objetivo: analisar a percepção de profissionais-gestores sobre os efeitos de um curso na modalidade à distância, implementado para desenvolvimento de competências em saúde pública em tempos de pandemia COVID-19. Metodologia: pesquisa qualitativa realizada a partir de dados coletados do ambiente virtual do curso que, dentre outras informações, possuía respostas de uma pergunta realizada para os profissionais-gestores um mês após a sua conclusão: quais tarefas você executa habitualmente que sofreram algum tipo de modificação em consequência de sua participação no curso? A análise dos dados ocorreu por Classificação Hierárquica Descendente com auxílio do software IRAMUTEQ®, a partir de segmentos simples de texto (SST). Os SST foram classificados em função dos respectivos vocabulários de maior frequência e das palavras com associação significativa (p<0,001). Por fim, o software produziu um dendrograma com a ilustração do esquema hierárquico de classes. . Resultados: foram processadas 256 respostas com aproveitamento de 76,3% dos SST, que resultaram em um dendrograma de quatro classes, sendo possível constatar modificações na/o: (1) Execução de tarefas do cotidiano laboral; (2) Ampliação do conhecimento acerca do trabalho no Sistema Único de Saúde; (3) Articulação entre áreas para desenvolvimento das ações em Saúde Pública; (4) Apoio e orientações de ações de vigilância em saúde junto aos municípios. Considerações Finais: o uso do software IRAMUTEQ® facilitou o processamento e a análise de grande número de dados qualitativos. Destarte, foram obtidos achados que apontaram mudanças significativas na prática profissional dos gestores e, consequentemente, efeito positivo no desenvolvimento de competências.

ABSTRACT The study of the flipped classroom methods is important for improving the quality of education and the effectiveness of learning in the context of modern technological changes and growing interest in distance education. The aim of this study was to determine the effectiveness of the use of the flipped classroom model in learning a foreign language for professional purposes. Testing was used to diagnose the effectiveness of assimilation of educational material, which included various types of tasks and questionnaires to determine the level of satisfaction with educational video materials and online learning. Tests and questionnaires were pre-validated according to the research objectives. The obtained results (χ2emp = 8.095 > χ2 0.05 = 7.815) gave grounds to conclude that the blended learning model of flipped classroom in the development of foreign language competence is more effective than traditional learning. The experiment showed that this format helps students implement an individual learning trajectory, which contributes to improving academic performance. It was determined that the effectiveness of using this model depends on the quality of video materials and students’ ability to organize their own independent work. The prospects of further research is the study of the influence of the application of the flipped classroom model on the students’ learning motivation.

RESUMEN El estudio de los métodos de aula invertida es importante para mejorar la calidad de la educación y la eficacia del aprendizaje en el contexto de los cambios tecnológicos modernos y el creciente interés por la educación a distancia. El objetivo de este estudio fue determinar la efectividad del uso del modelo de aula invertida en el aprendizaje de una lengua extranjera con fines profesionales. Se utilizaron pruebas para diagnosticar la efectividad de la asimilación del material educativo, que incluyeron varios tipos de tareas y cuestionarios para determinar el nivel de satisfacción con los materiales educativos en video y el aprendizaje en línea. Se prevalidaron pruebas y cuestionarios de acuerdo con los objetivos de la investigación. Los resultados obtenidos (χ2emp = 8,095 > χ2 0,05 = 7,815) permitieron concluir que el modelo de aprendizaje semipresencial de aula invertida en el desarrollo de la competencia en lenguas extranjeras es más efectivo que el aprendizaje tradicional. El experimento demostró que este formato ayuda a los estudiantes a implementar una trayectoria de aprendizaje individual, lo que contribuye a mejorar el rendimiento académico. Se determinó que la efectividad del uso de este modelo depende de la calidad de los materiales de video y de la capacidad de los estudiantes para organizar su propio trabajo independiente. La perspectiva de futuras investigaciones es el estudio de la influencia de la aplicación del modelo de aula invertida en la motivación de aprendizaje de los estudiantes.

ABSTRACT The COVID-19 pandemic drove the transition to online learning globally. This study evaluated the marketing strategies of IST CENESTUR using a mixed methodological approach that integrated qualitative and quantitative perspectives. A significant correlation was found between information sources and influence on the choice of educational services, highlighting the impact of strategies such as digital marketing and customer testimonials. Although most perceived value for money positively, varied opinions were identified, urging to adjust strategies and improve quality. Flexibility of schedules was crucial for customers, followed by the quality of educational material. In addition, there was a high positive perception of the impact of the services on personal and professional development, with a high recommendation rate. However, the importance of addressing financial concerns to improve accessibility and overall satisfaction was stressed.

RESUMEN La pandemia de COVID-19 impulsó la transición hacia la enseñanza en línea a nivel global. Este estudio evaluó las estrategias de marketing del IST CENESTUR se empleó un enfoque metodológico mixto que integró perspectivas cualitativas como cuantitativas. Se encontró una correlación significativa entre las fuentes de información y la influencia en la elección de servicios educativos, resaltando el impacto de estrategias como el marketing digital y los testimonios de clientes. Aunque la mayoría percibió positivamente la relación calidad-precio, se identificaron opiniones variadas, instando a ajustar estrategias y mejorar la calidad. La flexibilidad de horarios fue crucial para los clientes, seguida de la calidad del material educativo. Además, se observó una alta percepción positiva del impacto de los servicios en el desarrollo personal y profesional, con una elevada tasa de recomendación. No obstante, se subrayó la importancia de abordar las preocupaciones financieras para mejorar la accesibilidad y la satisfacción general.

The outbreak of the Covid-19 pandemic and subsequent lock-down restrictions forced higher education institutions to move towards a fully online mode of delivery. The study explored the teaching and learning experiences of both students and lecturers within such a digitally transformed higher education space. Concerns have however been raised about this sudden move towards the fourth industrial revolution due to the levels of readiness of higher education institutions. A qualitative research approach was followed, and I purposeful selected ten masters' course work students and two lecturers. One-on-one interviews and a focus group discussion were utilised for data generation. The Saldana's thematic method was employed to analyse data. The findings of my research point to both positive and negative experiences of students and lecturers, following the shift to online teaching and learning. Negative experiences highlight the need for support systems to be put in place in a digitally transformed educational milieu.

Students' research, interactivity, experiences, and exposure have increasingly become important indicators of quality in higher education, however these expectations declined during COVID-19 pandemic. While studies have been conducted on postgraduate students' experiences during their studies, there is lack of empirical evidence on their experiences during COVID-19 pandemic, specifically at open distance learning institutions (ODLs). To bridge this identified gap, qualitative exploratory research was conducted to explore the experiences of postgraduate students registered in master's and doctoral programmes at the Department of Health Studies, University of South Africa, during the pandemic. Non-probability purposive sampling was used. Online interviews via Microsoft Teams were used for data collection. The interviews were recorded and the data obtained were analysed thematically. Findings revealed both positive and negative experiences. Anxiety, exhaustion and frustration due to sickness, death of family members, poor communication from the university, inadequate resources and poor internet access affected students' studies. Some participants reported lack of supervisory communication and support, while others applauded the continuous support of their supervisors and the university's improvement of its electronic communication linkages. Microsoft Teams was newly adopted. Working from home also gave them an opportunity to accelerate their studies. In conclusion based on the findings the researcher recommended that the university continue to improve academic support and address the mental health of students to prepare them to accept current and future unforeseen circumstances positively. Strengthening collaboration with national and international partners to enhance continuous online communication between the university and the students should also be considered.

Resumen: Desde la COVID-19, la integración de herramientas y competencias digitales en la enseñanza superior ya es una realidad en todos los países. El objetivo de este estudio es analizar la percepción del profesorado (n = 88) y del alumnado (n = 487) de los Grados en Educación Infantil y Primaria y Máster de formación del profesorado de una universidad pública de Madrid acerca de la evolución de su competencia digital, en general, y de las diferentes áreas competenciales, tanto antes como durante la enseñanza remota de emergencia. Para ello, nos apoyamos en el conocido Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF). Desde una metodología cuantitativa y un cuestionario ad hoc validado por expertos se ha realizado un análisis descriptivo, correlacional e inferencial de las variables. Los resultados evidencian en los dos perfiles la disposición de recursos digitales suficientes para enfrentarse a esta modalidad, un aumento significativo de la autopercepción de esta competencia, destacando mayor desarrollo en las áreas: Comunicación y Colaboración, Creación de contenidos digitales y Seguridad. También muestran descontento hacia la modalidad virtual por la excesiva carga de trabajo y la formación continua requerida. El estudio ayuda a replantear los planes de estudio del futuro docente y los planes de formación del profesorado universitario sobre la necesaria competencia digital en la actualidad.

Resumo: Desde a COVID-19, a integração de ferramentas e competências digitais no ensino superior tornou-se uma realidade em todos os países. O objetivo do estudo é analisar a perceção do pessoal docente (n = 88) e dos estudantes (n = 487) das Licenciaturas em Educação Infantil e Primária e do Mestrado em Formação de Professores de uma universidade pública de Madrid sobre a evolução da sua competência digital, em geral, e das diferentes áreas de competência, tanto antes como durante o ensino remoto de emergência. Para o efeito, utilizámos o conhecido Quadro Comum para a Competência Digital no Ensino do Instituto Nacional de Tecnologias Educativas e Formação de Professores (INTEF). Utilizando uma metodologia quantitativa e um questionário ad hoc validado por peritos, foi efetuada uma análise descritiva, correlacional e inferencial das variáveis. Os resultados mostram, em ambos os perfis, a disponibilidade de recursos digitais suficientes para enfrentar esta modalidade, um aumento significativo na autoperceção desta competência, destacando um maior desenvolvimento nas seguintes áreas: Comunicação e Colaboração, Criação de conteúdos digitais e Segurança. Mostram, também, insatisfação com a modalidade virtual devido à excessiva carga de trabalho e à formação contínua exigida. O estudo ajuda a repensar os currículos dos futuros professores e os planos de formação do pessoal docente universitário em termos da competência digital atualmente exigida.

Abstract: Since COVID-19, the integration of digital tools and skills in higher education is already a reality in all countries. The aim of this study is to analyse the perception of teachers (n = 88) and students (n = 487) - of the Degrees in Early Childhood and Primary Education and Master of teacher training of a public university in Madrid - on the evolution of their digital competence, in general, and of the different competence areas, both before and during the emergency remote teaching. For this purpose, we rely on the well-known Common Framework of Digital Competence in Teaching of the National Institute of Educational Technologies and Teacher Training (INTEF). Using a quantitative methodology and an ad hoc questionnaire validated by experts, a descriptive, correlational and inferential analysis of the variables was carried out. The results show in both profiles the availability of sufficient digital resources to face this modality, a significant increase in the self-perception of this competence, highlighting greater development in the following areas: Communication and Collaboration, Creation of digital content and Security. They also show dissatisfaction with the virtual modality due to the excessive workload and the continuous training required. This study helps to rethink the curricula of future teachers and the training plans of university faculty on the necessary digital competence today.

Abstract As a result of the SARS-CoV2 pandemic, the incorporation of new technologies for face-to-face and distance learning was even more necessary. Technology represents a way to offer cutting-edge education responding to the needs of the current context. The main objective of this investigation, as a case study, is to analyzes the acquisition of learning by students of different courses at the Universidad Iberoamericana Torreón, México in relation to face-to-face and distance education after the health crisis. The research had a quantitative approach with correlational scope. The sampling was probabilistic by conglomerates and was made up of fifth semester students from 15 courses of the university. The results show that after the pandemic, in particularly context, in the face-to-face modality, the students perceive a better planning by the teachers, which has a consequence a better use of time and the possibility of carrying out diverse activities to strengthen the understanding topics; using digital tools and group work techniques as support. On the other hand, distance classes are described as not very useful and interesting with an excessive academic load. Although the face-to-face learning experience continues to be better evaluated, it is considered important to implement strategies to increase the academic quality of distance classes, as it is a modality that will be used in all universities in the near future, using new technologies and instructional design as support, as well as training programs for teachers and students.

Resumen Como resultado de la pandemia por SARS-CoV2, la incorporación de nuevas tecnologías para la impartición de clases en modalidad presencial y a distancia se hizo aún más necesaria. La tecnología representa una manera de ofrecer educación de vanguardia respondiendo a necesidades del contexto actual. El objetivo de la investigación fue analizar, a través de un estudio de caso, la adquisición de aprendizajes por parte de estudiantes de diferentes licenciaturas de la Universidad Iberoamericana Torreón, en relación con la educación presencial y a distancia después de la crisis sanitaria. La investigación tuvo un enfoque cuantitativo con alcance correlacional. El muestreo se planteó probabilístico por conglomerados y estuvo conformado por estudiantes de quinto semestre en delante de 15 licenciaturas. Los resultados muestran que después de la pandemia, en el contexto particular, la modalidad presencial es percibida por el estudiantado como mejor en la planeación por parte de los docentes, lo que tiene como consecuencia un mejor aprovechamiento del tiempo y la posibilidad de realizar actividades diversas para fortalecer la comprensión de las temáticas; utilizando como apoyo herramientas digitales y técnicas de trabajo grupal. Por el contrario, las clases a distancia son descritas como poco útiles e interesantes y con una carga académica excesiva. Aunque la experiencia de aprendizaje presencial sigue siendo mejor ponderada, se considera importante implementar estrategias que incrementen la calidad académica en las clases a distancia, al ser una modalidad que será utilizada en todas las universidades en un futuro cercano, utilizando como apoyo las nuevas tecnologías y un diseño instruccional adecuado, así como programas de capacitación a docentes y alumnos.

RESUMEN El artículo aborda la incidencia de la plataformización social en universidades públicas de Córdoba, Argentina, posterior al período de excepcionalidad pedagógica que tuvo lugar entre 2020 y 2022. Comprendemos que la pandemia de COVID-19 precipitó una serie de tendencias preexistentes y puso en escena la necesidad de diseñar modalidades de enseñanza-aprendizaje que desafían las divisiones clásicas entre la educación presencial y a distancia. En tal sentido, se reconstruye el proceso desarrollado en las últimas décadas y se hace foco en los avances de la plataformización y los procesos de transformación de las prácticas socioeducativas. Para ilustrar dicho proceso se analizan algunas políticas llevadas adelante en instituciones del nivel superior de la provincia de Córdoba y la sistematización de experiencias docentes y en el área de gestión educativa.

ABSTRACT The article addresses the incidence of social platformization in public universities in Córdoba, Argentina, after the period of pedagogical exceptionality that took place between 2020 and 2022. We understand that the COVID-19 pandemic precipitated a series of pre-existing trends and brought to light the need to design teaching-learning modalities that challenge the classic divisions between face-to-face and distance education. In this sense, the process developed in recent decades is reconstructed and the focus is placed on the advances of platformization and the processes of transformation of socio-educational practices. To illustrate this process, some policies carried out in higher level institutions in the province of Córdoba and the systematization of teaching experiences and in the area of educational management are analyzed.

RESUMO O artigo aborda a incidência da plataformização social nas universidades públicas de Córdoba, Argentina, após o período de excepcionalidade pedagógica ocorrido entre 2020 e 2022. Entendemos que a pandemia da COVID-19 precipitou uma série de tendências pré-existentes e trouxe à luz a necessidade de desenhar modalidades de ensino-aprendizagem que desafiem as divisões clássicas entre educação presencial e a distância. Nesse sentido, reconstrói-se o processo desenvolvido nas últimas décadas e o foco é colocado nos avanços da plataformização e nos processos de transformação das práticas socioeducativas. Para ilustrar este processo, são analisadas algumas políticas realizadas em instituições de nível superior na província de Córdoba e a sistematização de experiências docentes e na área de gestão educacional.

Abstract This article explores the design and application of machine learning techniques to enhance traditional approaches for solving NP-hard optimization problems. Specifically, it focuses on the Last-Mile Routing Research Challenge (LMRRC), supported by Amazon and MIT, which sought innovative solutions for cargo routing optimization. While the challenge provided travel times and zone identifiers, the dependency on these factors raises concerns about the algorithms’ generalizability to different contexts and regions with standard delivery services registries. To address these concerns, this study proposes personalized cost matrices that incorporate both distance and time models, along with the relationships between delivery stops. Additionally, it presents an improved approach to sequencing stops by combining exact and approximate algorithms, utilizing a customized regression technique alongside fine-tuned metaheuristics and heuristics refinements. The resulting methodology achieves competitive scores on the LMRRC validation dataset, which comprises routes from the USA. By carefully delineating route characteristics, the study enables the selection of specific technique combinations for each route, considering its geometrical and geographical attributes. Furthermore, the proposed methodologies are successfully applied to real-case scenarios of last-mile deliveries in Montevideo (Uruguay), demonstrating similar average scores and accuracy on new testing routes. This research contributes to the advancement of last-mile delivery optimization by leveraging personalized cost matrices and algorithmic refinements. The findings highlight the potential for improving existing approaches and their adaptability to diverse geographic contexts, paving the way for more efficient and effective delivery services in the future.

Resumen Este artículo explora el diseño y aplicación de técnicas de aprendizaje automático para mejorar los enfoques tradicionales y así resolver problemas de optimización NP-hard. En particular, se enfoca en el Last-Mile Routing Research Challenge (LMRRC), apoyado por Amazon y MIT, que buscaba soluciones innovadoras para la optimización de rutas de carga. Si bien el desafío proporcionó tiempos de viaje e identificadores de zona, la dependencia de estos factores plantea preocupaciones sobre la generalización de los algoritmos a diferentes contextos y regiones con registros de servicios de entrega estándar. Para abordar estas interrogantes, este estudio propone matrices de costos personalizadas que incorporan modelos de distancia y tiempo, junto con las relaciones entre las paradas de entrega. Además, presenta enfoques mejorados para la secuenciación de paradas mediante la combinación de algoritmos exactos y aproximados, utilizando técnicas de regresión personalizada junto con metaheurísticas y refinamientos heurísticos ajustados. La metodología resultante logra puntajes competitivos en el conjunto de datos de validación LMRRC, que usa rutas de EE. UU. Al delinear cuidadosamente las características de la ruta, el estudio permite la selección de combinaciones de técnicas específicas para cada ruta, considerando sus atributos geométricos y geográficos. Además, las metodologías propuestas se aplican con éxito a escenarios de casos reales de entregas en Montevideo (Uruguay), demostrando puntajes promedio y precisión similares en nuevas rutas de prueba. Esta investigación contribuye al avance de la optimización de la entrega de última milla al aprovechar matrices de costos personalizadas y refinamientos algorítmicos. Los hallazgos resaltan el potencial para mejorar los enfoques existentes y su adaptabilidad a diversos contextos geográficos, allanando el camino para servicios de entrega más eficientes y efectivos en el futuro.

Abstract. In Mexico, educational institutions and government initiatives aimed at closing the achievement gap continue to struggle to provide access to higher education for young adults from indigenous communities. This article analyzes one model that serves young people in areas without institutions of higher education. The model in question is the distance learning model of the National Technological Institute of Mexico in the indigenous community of the municipality of Tolimán, Querétaro, Mexico. The researchers endeavored to learn about the experiences, expectations, and greater meaning around higher education by using qualitative methodology including focus groups. Among the findings, researchers observed that the distance learning model resolves two obstacles to the educational trajectory of indigenous youth. These are distance from university campuses and scarcity of financial resources among families to support students living outside the community while they study. Researchers also found that higher education delays the cultural mandates of marriage and parenthood, increasing autonomy and empowerment among women.

Resumen. En México, consolidar el acceso a la educación superior para los jóvenes indígenas es una tarea pendiente para las diversas instituciones educativas y los proyectos gubernamentales que buscan atender los rezagos históricos que en materia educativa han presentado los pueblos originarios. Este artículo busca contribuir al análisis de uno de los modelos de educación que existen para atender a jóvenes estudiantes que habitan en regiones donde no hay planteles de educación superior: el modelo de educación a distancia del Tecnológico Nacional de México, de la región indígena de Tolimán, Querétaro. El objetivo es recuperar las experiencias, las expectativas y los significados que la educación superior tiene para los estudiantes mediante un acercamiento cualitativo con la técnica de grupos de enfoque. Los principales hallazgos revelan que este modelo resuelve dos obstáculos en las trayectorias educativas de los jóvenes indígenas: la lejanía de los planteles de educación superior y la escasez de recursos familiares para sostener a los alumnos fuera de su comunidad mientras estudian. También se observó que la educación superior retrasa el mandato cultural del matrimonio y la procreación, lo que incrementa la autonomía y el empoderamiento de las mujeres.

Resumen El artículo plantea los resultados de una investigación realizada entre 2020 y 2022 por parte de dos tutoras de la cátedra de Psicopedagogía de la Universidad Estatal a Distancia, con el objetivo de analizar la atención recibida por la población estudiantil con discapacidad que enfrenta barreras para el aprendizaje en tiempos de la pandemia por el COVID-19 y las estrategias usadas por el personal docente para orientar a las familias en el acompañamiento a la población. A nivel metodológico, la investigación se enmarcó en un enfoque cualitativo, que utilizó como principal insumo la entrevista semiestructurada con 20 docentes y 20 familias de 12 instituciones públicas de primaria del Gran Área Metropolitana. El estudio revela que la pandemia tuvo un impacto en el proceso de aprendizaje de las personas estudiantes con discapacidad, quienes enfrentan barreras para el aprendizaje debido a la dificultad en la identificación e implementación de estrategias pedagógicas virtuales adecuadas a las condiciones de cada estudiante de acuerdo con su condición de discapacidad.

Résumé Cet article expose les résultats d'une recherche menée entre 2020 et 2022 par deux tutrices de la chaire de Psychopédagogie de l'Université d'État à Distance du Costa Rica. L'objectif était d'analyser l'attention accordée à la population étudiante en situation de handicap faisant face à des obstacles d'apprentissage pendant la pandémie de la COVID-19, ainsi que les stratégies utilisées par le personnel enseignant pour guider les familles dans le soutien à cette population. Au niveau méthodologique, la recherche s'est inscrite dans une approche qualitative, en utilisant comme principal input l'entrevue semi-structurée avec 20 enseignants et 20 familles de 12 institutions primaires de la Grande Zone Métropolitaine. L'étude révèle que la pandémie a eu un impact sur le processus d'apprentissage des étudiants en situation de handicap, lesquels font face à des obstacles à l’apprentissage en raison de la difficulté à identifier et à mettre en place des stratégies pédagogiques virtuelles adaptées aux conditions de chaque étudiant en fonction de son handicap.

Abstract The article presents the results of a research conducted between 2020 and 2022 by two tutors from the Chair of Psychopedagogy at the Distance State University of Costa Rica. The aim was to analyze the attention received by the student population with disabilities facing barriers to learning during the COVID-19 pandemic and the strategies used by teaching staff to guide families in supporting this population. Methodologically, the research adopted a qualitative approach, primarily using semi-structured interviews with 20 teachers and 20 families from 12 public primary institutions in the Greater Metropolitan Area. The study reveals that the pandemic had an impact on the learning process of students with disabilities, who encountered barriers due to difficulties in identifying and implementing virtual pedagogical strategies suitable for each student's condition based on their disability.

Abstract This paper reports the results of a qualitative case study conducted with undergraduate students from a distance learning Bachelor’s degree program in Foreign Language Education Program with an emphasis on English at a private university in Colombia. This study aimed at depicting realities encountered by pre-service teachers when conducting research in EFL, and how these realities affect their process and therefore their undergraduate research reports. This qualitative study gathered data through interviews, focus groups, observation, and document analysis. The data were analyzed using MAXQDA software. The main findings showed pre-service teachers’ difficulties in finding conducive contexts in which to carry out their research, as well as difficulties related to poor time management, inconsistencies between research subjects and curricula, and differences in research tutors’ feedback and guidance as factors that might contribute to the production of biased research in the field of English as a foreign language. In conclusion, it is necessary to review institutional higher education policies to determine a range of possibilities to divulge and contribute to the academic field as part of a curricular updating process.

Resumen Este artículo presenta los resultados de un estudio de caso cualitativo realizado con estudiantes de una Licenciatura en Lenguas Extranjeras, con énfasis en inglés, en una universidad privada de Colombia. Este estudio tuvo como propósito develar las realidades que experimentan los futuros licenciados al llevar a cabo investigaciones relacionadas con la enseñanza y aprendizaje del inglés como lengua extranjera, así como analizar cómo estas experiencias afectan el proceso y los resultados de la investigación educativa. Los datos se recolectaron a través de entrevistas, grupos focales, observaciones y análisis de documentos, utilizando el software MAXQDA. Los hallazgos principales revelaron las dificultades que enfrentan los docentes en formación para encontrar contextos propicios en los cuales llevar a cabo sus investigaciones. También evidenciaron dificultades relacionadas con la mala gestión del tiempo, inconsistencias entre las materias de investigación y los planes de estudios, así como disparidades en el acompañamiento proporcionado por los tutores de investigación. Todas estas dificultades podrían contribuir a la producción de investigaciones sesgadas. En conclusión, se resalta la importancia de hacer una revisión de las políticas institucionales con el fin de proporcionar un abanico de posibilidades para divulgar y contribuir al campo académico mediante procesos de actualización curricular.