Abstract This paper is built around two central axes: rhizomatic learning and the post-digital era. Rhizomatic learning bases its principles on the construction of knowledge based on the contributions of students in real time, with the aim of understanding the community as a curriculum. For its part, the post-digital era is understood as the situation in which digital technology is an imposed social necessity. Since education, despite being public, is not free, digitisation increases the socio-economic gap between students with access to digital tools and those who do not. Thus, the possibility of counter-digitisation is proposed: using digital technology as another emancipatory tool. That is, when it is possible, use it competently and equitably; however, when this situation cannot be achieved, we must have a post-digital praxis that understands the world-system with the same or similar possibilities. To this end, rhizomatic learning and post-digital era will be presented as inherent parts for the production of the upcoming pedagogical proposal: the possibility of establishing a post-digital pedagogy. To provide philosophical grounding, a literature review of the two aforementioned axes is presented from the work of Deleuze and Guattari, exposing a distant and rupturist approach to the digitalist positions of current techno-capitalist education.

Resumen El presente trabajo se construye alrededor de dos ejes centrales: el aprendizaje rizomático y la era posdigital. El aprendizaje rizomático asienta sus principios en la construcción del conocimiento a partir de las aportaciones del alumnado en tiempo real, con la finalidad de entender la comunidad como currículo. Por su parte, la era posdigital se entiende como la coyuntura en que la tecnología digital es una necesidad social impuesta. Partiendo de que la educación, pese a ser pública, no es gratuita, la digitalización aumenta la brecha socioeconómica entre el alumnado con acceso a herramientas digitales y el que no. Así, se propone la posibilidad de contradigitalización: usar la tecnología digital como una herramienta emancipadora más. Esto es, cuando sea posible, utilizarla de manera competente y equitativa. Ahora bien, cuando esta situación no pueda darse debemos contar con una práctica posdigital que comprenda el sistema-mundo con las mismas o similares posibilidades. Para ello, aprendizaje rizomático y era posdigital serán presentados como núcleos inherentes a la producción de la propuesta pedagógica viniente: la posibilidad de establecimiento de una pedagogía posdigital. Como sustento filosófico se presenta una revisión de literatura de los dos ejes mencionados desde la obra de Deleuze y Guattari, exponiéndose un acercamiento rupturista con las posiciones digitalistas de la educación tecnocapitalista actual.

Abstract The purpose of this article is to analyze how the pandemic has impacted the instructional design of online courses and the changes that have occurred in the field of education. Additionally, the implications arising from these changes for the future of online education are explored, and recommendations for online course design are presented. The study was conducted at the Faculty of Computer Science, Autonomous University of Querétaro, using a mixed-methods methodology that involved surveys and interviews with 93 students to gather quantitative and qualitative data. The results indicated a significant transformation in the instructional design of online courses due to the pandemic, with a greater emphasis on technology and online interaction. Both students and teachers have had to adapt to these changes and have experienced benefits and challenges in their online learning experience. However, it is important to note that the limitations of this study include the sample size and the specificity of the population studied, which restricts the generalization of the findings to other populations and contexts.

Resumo O objetivo deste artigo é analisar como a pandemia impactou o design instrucional dos cursos online e as mudanças que foram geradas no campo da educação. Além disso, são exploradas as implicações decorrentes dessas mudanças para o futuro da educação on-line e são apresentadas recomendações para o design de cursos on-line. O estudo foi realizado na Faculdade de Informática da Universidade Autônoma de Querétaro, para o qual foi utilizada uma metodologia de abordagem mista que incluiu pesquisas e entrevistas com 93 estudantes para coletar dados quantitativos e qualitativos. Os resultados indicaram uma transformação significativa devido à pandemia no design instrucional dos cursos online, com maior foco na tecnologia e na interação virtual. Tanto os alunos como os professores tiveram de se adaptar a estas mudanças e experimentaram benefícios e desafios na sua experiência de e-learning. Quanto às limitações deste estudo, pode-se citar o tamanho da amostra e a especificidade da população estudada, o que restringe a generalização dos achados para outras populações e contextos.

Resumen El propósito de este artículo es analizar cómo la pandemia ha impactado el diseño instruccional de los cursos en línea y los cambios que se han generado en el ámbito de la educación. Además, se exploran las implicaciones que surgen de estos cambios para el futuro de la educación en línea, y se presentan recomendaciones para el diseño de cursos en línea. El estudio se llevó a cabo en la Facultad de Informática de la Universidad Autónoma de Querétaro, para lo cual se empleó una metodología con enfoque mixto que incluyó encuestas y entrevistas a 93 estudiantes para recopilar datos cuantitativos y cualitativos. Los resultados indicaron una transformación significativa debido a la pandemia en el diseño instruccional de los cursos en línea, con un enfoque mayor en la tecnología y la interacción virtual. Tanto los estudiantes como los docentes han tenido que adaptarse a estos cambios y han experimentado beneficios y desafíos en su experiencia de e-learning. En cuanto a las limitaciones de este estudio, se pueden mencionar el tamaño de la muestra y la especificidad de la población estudiada, lo que restringe la generalización de los hallazgos a otras poblaciones y contextos.

Academics from South African Universities have recently been bound to possess digital skills for curriculum delivery due to the lessons learned from the COVID-19 era. Universities have implemented various interventions to enhance digital skills in academics, which include but are not limited to training workshops, organised webinars, and seminars. Irrespective of these interventions, some academics still lack the digital skills to deliver effective digital curricula. The primary aim of the research is to develop other methods to address the shortage of digital skills among scholars. This research is based on a three-year qualitative interpretive study carried out at a university in South Africa, exploring a scenario where academics share their experiences on utilising digital platforms for teaching and learning following the COVID-19 pandemic. Data was generated purposefully and conveniently by sampling thirty-two academics from the school of education. The methods used for data generation included e-reflective activities, Zoom group discussions, and semi-structured interviews conducted one-on-one via WhatsApp. After thematic analysis, findings show that academics' digital background becomes the barrier to having the necessary digital skills for digital curriculum delivery. Hence, most of them were driven by informal skills for social needs and personal digital skills for individual needs at the expense of formal digital skills for discipline needs. With universities in developing countries still becoming victims of student protests, natural disasters, and other challenges, alternatives are being sought to accommodate the transition from face-to-face to online or hybrid curriculum delivery modes.

The COVID-19 pandemic revealed the central role of academic staff development for e-learning in higher education institutions globally. Most universities in developing countries such as Zimbabwe did not emphasise this, resulting in poor implementation of e-learning as a mode of delivery. While e-learning has since been introduced in most universities in the developing context, technology is mainly used as a substitute for traditional learning approaches, rather than as an innovative mode of curriculum delivery. Using a case study approach and semi-structured interviews, this study sought to explore the trajectory of nine e-learning actors at an African university to determine the role and effectiveness of contextualised academic staff development interventions in e-learning adoption. The findings of the study show that the establishment of academic staff development and the provision of transformative learning-focused training and learning design interventions led to lecturers' acquisition of e-learning knowledge and skills, including a change in their attitude towards e-learning. To be effective, therefore, academic staff development in developing contexts should provide transformative learning-focused, context-based, continuous training that emphasises relationships with lecturers to ensure sustainable and effective e-learning adoption.

In response to the growing number of people requiring access to higher education, the student numbers at distance education institutions grew significantly over the last decade (Unisa 2013; 2020). Unfortunately, many students who enrol at open distance learning institutions are not ready for the demands of distance e-learning. More than half of students enrolled at the open distance learning institution where this study was done drop out and the reasons have been well researched (Joubert and Snyman 2018; Mashile, Fynn, and Matoane 2020). It seems that universities' responses to Sustainable Development Goal 4 (SDG 4.3 - equal access to technical, vocational and higher education) (Unesco 2021) may unintentionally have created new vulnerabilities for the very group of people they have targeted for progress to end poverty, hunger and discrimination. As nearly a third of all students in South Africa are enrolled at Africa's largest open distance learning institution (Unisa 2018), it becomes crucial not only to increase access, but simultaneously to prioritise student retention and academic performance. This raises the question: How can and should lecturers teaching at distance-education institutions optimise the online teaching and learning environment in order to bridge the gap between access targets and academic performance targets? Following an autoethnographic research design, I share my own experiences of teaching two year-modules of the Bachelor of Education (B.Ed) Foundation Phase programme offered via a continuous assessment (CA) approach. Two theoretical frameworks, namely the socio-critical model of Subotzky and Prinsloo (2011, 184), and Luna's (2018) theory of layers of vulnerability guided my understanding of the challenges associated with distance learning as well as my research design. My study reveals that the promise of CA does not always convert to optimal performance, and that contextual factors in distance education have a powerful impact on academic achievement despite the effort made by lecturers.

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching - even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance.

Resumo Uma narrativa imersiva deve prover a imersão do público-alvo considerando três dimensões de imersão narrativa: temporal, espacial e emocional. Apresentamos e exemplificamos o uso de um método que avalia e classifica estas dimensões em narrativas, apoiando reflexões para a sua alteração, de acordo com os objetivos pedagógicos almejados pelo docente. O método foi desenvolvido enquanto artefacto de Design Science Research (DSR). Foi aplicado empiricamente numa unidade curricular do ensino superior português em regime de e-learning assíncrono na Universidade Aberta, que utiliza narrativas para imersão narrativa e promover a autorregulação e corregulação das aprendizagens: Laboratório de Desenvolvimento de Software. Os resultados indicam que o método permite detectar diferenças de nível de recurso às várias dimensões de imersão narrativa, como ocorreu no caso apresentado. Esta análise, além de permitir esta avaliação e classificação em narrativas, dá aos seus criadores (e.g., professores e profissionais não especialistas) consciência destas situações ao longo da narrativa. Possibilita, desta forma, uma visão global e uma reflexão fundamentada, que pode inspirar intervenções para reformular as dimensões de imersão narrativa a proporcionar ao público-alvo.

Abstract An immersive narrative means to promote immersion of its target audience, considering three dimensions of narrative immersion: temporal, spatial and emotional. We present and demonstrate the use of a method for evaluating and classifying these dimensions in narratives, enabling reflections for their reformulation according to the pedagogical objectives of the teacher. The method was developed as an artifact of Design Science Research (DSR). It was applied empirically in Portuguese higher education, on an asynchronous e-learning course at Universidade Aberta, which uses narratives for narrative immersion and promoting self-regulation and co-regulation of learning: Software Development Laboratory. The results show that the method enables detection of differences in the level of use of the various dimensions of narrative immersion, as shown for a sample case. This analysis, beyond its usefulness for this evaluation and classification upon narratives, enables their creators (e.g. teachers and non-specialist professionals) to become aware of these situations. Therefore, it provides an overview and supports grounded reflection, inspiring interventions to reformulate the dimensions of narrative immersion that one wants to provide to the target audience.

Resumen: La declaración del estado de alarma en España, aprobada para gestionar la pandemia por COVID-19, supuso el confinamiento domiciliario de la población. Como consecuencia, la docencia de todas las titulaciones que se imparten en la Universitat Politècnica de Valencia (UPV) se trasladó a modalidad “a distancia”. El objetivo de este estudio consiste en comprobar la afección del cambio metodológico sobre los indicadores más importantes de las titulaciones, como las tasas de éxito y de satisfacción. En el caso de la educación en la facultad de arquitectura se analizarán las consecuencias de la pérdida de la presencialidad sobre los distintos tipos de asignaturas, como las gráficas, que salieron perjudicadas, o las tuteladas, que salieron beneficiadas al encontrarse los estudiantes con un tiempo inesperado. Se mostrará, también, el efecto del cambio del modelo de evaluación, que tuvo que realizarse a distancia, conduciendo a tasas de éxito históricas en algunas asignaturas técnicas.

Abstract: The declaration of the alarm state in Spain approved to manage the COVID-19 pandemic, led to the population’s home lockdown. As consequence, the teaching of all the degrees taught at the Polytechnic University of Valencia (UPV) was transferred to a remote online modality. The aim of this study is to verify the effect of the methodological change on the most important indicators of the degrees, such as success and satisfaction rates. In the case of education in the Faculty of Architecture, the consequences of the loss of face-to-face attendance on the different types of subjects will be analyzed: for example, the graphic subjects, which were harmed, or the guided subjects that benefited due to students getting an unexpected time. It will also show the effect of the change in the evaluation model, which had to be carried out remotely, leading to historical success rates in some technical subjects.

Abstract: Facing a scenario of unavoidable changes and a society that promotes the use of Information and Communication Technologies (ICT), the hybrid modality seeks to optimize traditional and virtual education. Therefore, the objective of the research was to evaluate the effectiveness of hybrid classes for the development of competencies in the subject of Quality Control in agro-industrial engineering students at a public university in Peru. Seventeen students enrolled in the 2022-I academic semester participated, who attended the hybrid classes through rotating and simultaneous classes, using synchronous technology (videoconference system with Zoom Rooms software) and asynchronous technology (Microsoft Teams). The instrument used was a 40-question Pedagogical Test of the Quality Control subject, divided into four dimensions that assess capabilities and was applied before and after the study. The results showed noticeable values, reaching learning levels of expected (47.1%), process (41.2%), expected (35.3%) and outstanding (47.1%) for the first, second, third and fourth ability, respectively. It is concluded that the hybrid classes were effective for the development of subject competencies with a p<0.05, which evidenced a significant difference between pretest and posttest. Likewise, 35.3% of students were in process and expected learning levels and 11.8% remained in beginning learning levels. Thus, there is a need for improvement in ICT access to continue strengthening the application of the hybrid modality.

Resumo: Em um cenário de mudanças inevitáveis e em uma sociedade que promove o uso das Tecnologias da Informação e Comunicação (TIC), a modalidade híbrida busca otimizar o ensino tradicional e virtual. Por esse motivo, o objetivo da pesquisa foi avaliar a eficácia das aulas híbridas para o desenvolvimento de competências na disciplina de Controle de Qualidade em alunos de engenharia agroindustrial de uma universidade pública do Peru. Participaram 17 alunos matriculados no semestre acadêmico de 2022-I, que assistiram às aulas híbridas por meio de aulas rotativas e simultâneas, com o uso de tecnologia síncrona (sistema de videoconferência com o software Zoom Rooms) e tecnologia assíncrona (Microsoft Teams). O instrumento utilizado foi um Teste Pedagógico de 40 perguntas da disciplina de Controle de Qualidade, dividido em quatro dimensões que avaliam as habilidades e foi aplicado antes e depois do estudo. Os resultados expressaram valores apreciáveis, atingindo níveis de aprendizado de esperado (47,1%), processo (41,2%), esperado (35,3%) e excelente (47,1%) para a primei- ra, segunda, terceira e quarta habilidade, respectivamente. Conclui-se que as aulas híbridas foram eficazes no desenvolvimento das competências da disciplina com um p<0,05, o que evidenciou uma diferença significativa entre o pré-teste e o pós-teste. Da mesma forma, 35,3% dos alunos estavam nos níveis de aprendizado esperado e de processo e 11,8% permaneceram nos níveis de aprendizado inicial. Dessa forma, fica evidente a necessidade de melhorias no acesso às TICs para fortalecer ainda mais a aplicação da modalidade híbrida.

Resumen: Ante un escenario de cambios ineludibles y una sociedad promotora del uso de las Tecnologías de Información y Comunicación (TIC), la modalidad híbrida busca optimizar la enseñanza tradicional y virtual. Por ello, la investigación tuvo por objetivo, evaluar la eficacia de las clases híbridas para el desarrollo de competencias de la asignatura de Control de Calidad en estudiantes de ingeniería agroindustrial de una universidad pública del Perú. Participaron 17 estudiantes matriculados en el semestre académico 2022-I, quienes asistieron a las clases híbridas mediante el tipo de clases rotativas y simultáneas, con uso de tecnología sincrónica (sistema de videoconferencia con software Zoom Rooms) y asincrónica (Microsoft Teams). El instrumento utilizado fue una Prueba Pedagógica de la Asignatura Control de Calidad de 40 preguntas, disgregada en cuatro dimensiones que evalúa capacidades y fue aplicada antes y después del estudio. Los resultados expresaron valores apreciables, alcanzando niveles de aprendizaje de esperado (47.1%), proceso (41.2%), esperado (35.3%) y destacado (47.1%) para la primera, segunda, tercera y cuarta capacidad, respectivamente. Se concluye que las clases híbridas fueron eficaces para el desarrollo de las competencias de la asignatura con un p<0.05, el cual evidenció una diferencia significativa entre el pretest y postest. Asimismo, un 35.3% de estudiantes se ubicó en niveles de aprendizaje de proceso y esperado y un 11.8% permaneció en niveles de aprendizaje en inicio. De esta manera, se manifiesta la necesidad de mejoras en el acceso de TIC para seguir fortaleciendo la aplicación de la modalidad híbrida.

Resumen: El interés e involucramiento de los estudiantes por su propio aprendizaje en virtualidad durante la pandemia por la COVID-19 ha sido una realidad poco estudiada. La manifestación del involucramiento cognitivo, afectivo y conductual ha sido particularmente diferente durante los últimos años, por lo que contar con instrumentos de medición es necesario para la investigación en la educación. Por ello, se buscó adaptar y validar un instrumento de engagement que permita medir el involucramiento de los estudiantes durante la pandemia. Para ello, se aplicó un cuestionario de engagement a 297 estudiantes universitarios. Los resultados indican que la estructura factorial original del modelo se mantiene al adaptarse a la educación en contexto virtual. Asimismo, se pudo identificar que no existen diferencias en el modelo según el sexo del participante, lo que corrobora invarianza factorial. Se ha podido adaptar y validar un instrumento psicométrico que mide el engagement de los estudiantes en virtualidad.

Abstract: Students’ interest and involvement of students in their e-learning during the COVID-19 pandemic has been a little-studied reality. The manifestation of cognitive, emotional, and behavioral involvement has been particularly different in recent years, so having instruments that allow it to be done is necessary for educational research. Therefore, it was sought to adapt and validate an engagement instrument that allows measuring the involvement of students during the pandemic. For this, an engagement questionnaire was applied to 297 university students. The results indicate that the original factorial structure of the model is maintained when adapting to education in a virtual context. Likewise, it was possible to identify that there were no differences in the model according to the gender of the participant, which corroborates a factorial invariance of the model. That is, it has been possible to adapt and validate a psychometric instrument that measures the engagement of students online.

Resumo: O interesse e o envolvimento dos estudantes no seu próprio aprendizado virtual durante a pandemia do covid-19 tem sido uma realidade pouco estudada. A manifestação de envolvimento cognitivo, afetivo e comportamental tem sido particularmente diferente nos últimos anos, por isso contar com instrumentos de mensuração é necessário para a pesquisa em educação. Por conseguinte, procurou-se adaptar e validar um instrumento de engagement que permita medir o envolvimento dos estudantes durante a pandemia. Para isso, foi aplicado um questionário de engagement a 297 estudantes universitários. Os resultados indicam que a estrutura fatorial original do modelo é mantida quando adaptada à educação num contexto virtual. Também foi possível identificar que não havia diferenças no modelo segundo o sexo do participante, o que corrobora a invariância fatorial. Foi possível adaptar e validar um instrumento psicométrico que mede o engagement dos estudantes no contexto virtual.

The study focused on the implementation of supplementary instruction as a suitable and effective pedagogical intervention for assisting at-risk students enrolled in an Advanced Research Methodology core course in one of the South African higher education institutions (HEIs). Supplementary instruction (SI) has been purported to be an effective technique for assisting at-risk students undertaking high-risk core modules. The educational challenge of at-risk students in higher education has been worsened by the emergence of the COVID-19 pandemic where high-risk core modules implementing e-learning posed serious challenges for at-risk students thereby negatively affecting pass rates and throughput. The design-based research (DBR) approach was used to guide the design of the intervention and research its effectiveness. The article reports on the design principles that yielded these results. After one cycle of DBR, it was established that SI had a positive impact on the pass rates of this particular course. The article argues that the use of the proposed designed principles in SI interventions has the potential to increase higher mean grades, lower failure and withdrawal rates, and higher retention rates of students. However, this study recommends that further iterations must be undertaken to refine design principles for an SI programme of this nature. The pedagogical significance of the current study in the prevailing circumstances and post COVID-19 pandemic is implementing a robust SI intervention in all core modules at the University of Technology.

Abstract The e-learning model has been working successfully at the higher level, however, during the 2019 pandemic, the need arose to expand it to other educational levels and when this global situation came to an end, at the basic level of education, It remained as an extraordinary form of work. The objective of this research was to determine the advantages and disadvantages of the e-learning model through gamification in basic education, specifically in a Primary Level Fifth grade group working on History subject, to establish effectiveness. An experimental qualitative methodology was designed, through a case study where 14 students from a Fifth grade group of the “Valle de Bravo” School were observed, worked and interviewed. The results indicate broad advantages of working on e-learning through gamification as a complement to the face-to-face model at the basic level, showing effectiveness as an educational strategy, reflecting both in better academic performance, greater motivation on the part of the students, meaningful learning and collaborative work during the process.

Resumen El modelo de e-learning se ha trabajado con éxito en el nivel superior; sin embargo, durante la pandemia 2019 surgió la necesidad de expandirlo a otros niveles educativos y al llegar a su fin esta situación global en el nivel básico de educación quedó nuevamente como una forma de trabajo extraordinaria. Por tanto, el objetivo de esta investigación es determinar las ventajas y desventajas del modelo e-learning mediante la gamificación en la educación básica, específicamente en un grupo de quinto grado del nivel primaria en la materia Historia. Para ello, se diseñó una metodología de tipo cualitativo experimental, a través de un estudio de caso. Los participantes fueron 14 alumnos de un grupo de quinto grado de la Escuela Valle de Bravo. Los resultados indican amplias ventajas de trabajar el e-learning mediante gamificación como complemento del modelo presencial en este nivel educativo, lo cual se reflejó en mejor rendimiento académico, mayor motivación por parte de los alumnos, aprendizaje significativo y trabajo colaborativo durante el proceso.

Resumo O modelo de e-learning foi trabalhado com sucesso ao nível superior; Porém, durante a pandemia de 2019, surgiu a necessidade de expandi-lo para outros níveis educacionais e quando esta situação global no nível básico de educação chegou ao fim, voltou a ser uma forma extraordinária de trabalho. Portanto, o objetivo desta investigação é determinar as vantagens e desvantagens do modelo de e-learning através da gamificação no ensino básico, especificamente numa turma do quinto ano do ensino primário na disciplina de História. Para isso, foi desenhada uma metodologia experimental qualitativa, através de um estudo de caso. Os participantes foram 14 alunos de uma turma de quinta série da Escola Valle de Bravo. Os resultados indicam amplas vantagens de trabalhar o e-learning através da gamificação como complemento ao modelo presencial neste nível educativo, o que se reflectiu num melhor desempenho académico, maior motivação por parte dos alunos, aprendizagem significativa e colaboração. trabalhar durante o processo.

Abstract Currently the use of mobile applications and simulators play a very important role in the educational process, they allow the development of strategies, skills and attitudes in people who use them and provide opportunities to improve the training process, that is why the objective of this research is to develop a training process for MSMEs that implements the use of mobile applications in virtual environments to strengthen its administrative and financial structure, for the study the DCIERC methodology was applied; A qualitative, descriptive, cross-sectional study was conducted; the results show that the training process combined with the use of mobile technology with preconfigured virtual scenarios can improve the performance of MSMEs during their actual operations. It is inferred that the DCIERC methodology during training is a viable resource, it is observed that by containing the theory and legality on the activities or preconfigured functions developed before and during the actual practice strengthen learning and contribute to the effective training process by making the entrepreneur apply their empirical or previous knowledge relating them to what they have learned and transposes it into effective knowledge, by evaluating the performance of entrepreneurs in order to know the theoretical and practical discrepancies at the time of the application of their knowledge in the activities, by making a feedback of the analysis of the evaluation in its integration promotes continuous improvement and business objectives.

Resumen En la actualidad el uso de aplicaciones móviles y simuladores juegan un papel muy importante en el proceso educativo, pues permiten desarrollar estrategias, habilidades y actitudes en las personas que lo utilizan y dan oportunidad de mejora para el proceso de capacitación. Por ello, el objetivo de esta investigación fue desarrollar un proceso de capacitación para mipymes que implemente el uso de aplicaciones móviles en entornos virtuales para fortalecer su estructura administrativa y financiera. Para el estudio se aplicó la metodología DCIERC, y se realizó un estudio cualitativo, descriptivo, de corte transversal. Los resultados muestran que el proceso de capacitación y el uso de la tecnología móvil con escenarios virtuales preconfigurados pueden mejorar el desempeño de las mipymes durante sus operaciones reales. Se infiere, además, que la metodología DCIERC durante la capacitación es un recurso viable, ya que se observa que al contener la teoría y legalidad sobre las actividades o funciones preconfiguradas desarrolladas antes y durante la práctica real fortalecen el aprendizaje y contribuyen al proceso efectivo de capacitación. Esto se debe a que el emprendedor puede aplicar sus conocimientos empíricos o previos relacionándolos con lo aprendido y lo transpone en un conocimiento efectivo. De esta manera evita incurrir en errores, pues puede evaluar el desempeño de los emprendedores para conocer las discrepancias teóricas y prácticas en el momento de la aplicación de sus conocimientos en las actividades. Además, al hacer una retroalimentación del análisis de la evaluación en su integración promueve la mejora continua y los objetivos empresariales.

Resumo Atualmente, a utilização de aplicações móveis e simuladores desempenham um papel muito importante no processo educativo, pois permitem o desenvolvimento de estratégias, competências e atitudes nas pessoas que os utilizam e proporcionam oportunidades de melhoria no processo formativo. Portanto, o objetivo desta pesquisa foi desenvolver um processo de formação para MPMEs que implemente o uso de aplicativos móveis em ambientes virtuais para fortalecer sua estrutura administrativa e financeira. Para o estudo foi aplicada a metodologia DCIERC e realizado um estudo qualitativo, descritivo e transversal. Os resultados mostram que o processo de treinamento e o uso de tecnologia móvel com cenários virtuais pré-configurados podem melhorar o desempenho das MPMEs durante suas operações reais. Infere-se também que a metodologia DCIERC durante a formação é um recurso viável, pois observa-se que ao conter a teoria e a legalidade das atividades ou funções pré-configuradas desenvolvidas antes e durante a prática real, fortalecem a aprendizagem e contribuem para o processo eficaz de treinamento. Isso porque o empreendedor pode aplicar seu conhecimento empírico ou prévio, relacionando-o com o que aprendeu e transpondo-o em conhecimento efetivo. Dessa forma, você evita cometer erros, já que pode avaliar o desempenho dos empreendedores para saber as discrepâncias teóricas e práticas na hora de aplicar seus conhecimentos nas atividades. Além disso, ao fornecer feedback sobre a análise de avaliação na sua integração, promove a melhoria contínua e os objetivos do negócio.

ABSTRACT The virtualization of the educational process in institutions is today a technological trend due to the boom of online courses, which are gaining space, time and dedication due to the diversity of learning possibilities they offer to students. In this sense, the objective of the research presented in the article is to socialize the strategy conceived for the implementation of the virtualization model of the training process of the Manuel Fajardo University of Physical Culture and Sports Sciences in its technological, organizational and pedagogical dimensions. Structured in five stages, and these in phases related to the roles and functions of the actors in the process under study, it reveals coherence with the identified shortcomings and potentialities. The study used a predominantly descriptive and qualitative approach, based on the dialectical method. As a result, the system of actions oriented to educational virtualization is presented, approved on the basis of the experts' criteria, and a subsequent evaluation stage of its applicability is projected.

RESUMEN La virtualización del proceso educativo en las instituciones es hoy una tendencia tecnológica por el auge que han tenido los cursos en línea, los cuales van ganando espacio, tiempo y dedicación por la diversidad de posibilidades de aprendizaje que ofrecen a los estudiantes. En ese sentido, el objetivo de la investigación que se presenta en el artículo es socializar la estrategia concebida para la implementación del modelo de virtualización del proceso de formación de la Universidad de Ciencias de la Cultura Física y el Deporte Manuel Fajardo en sus dimensiones tecnológica, organizativa y pedagógica. Estructurada en cinco etapas, y estas en fases relacionadas con los roles y las funciones de los actores en el proceso objeto de estudio, revela coherencia con las carencias y potencialidades identificadas. En el estudio, se utilizó un enfoque predominantemente descriptivo y cualitativo, sustentado en el método dialéctico. Como resultado se presenta el sistema de acciones orientado a la virtualización educativa, aprobado a partir del criterio de expertos, y se proyecta una etapa de valoración posterior de su aplicabilidad.

If virtual assessment lies at the heart of the open, distance and e-learning experience, then information about student responses to the assessment is vital. Feedback is generally thought of as being conveyed by the e-tutor to the student; however, the feedback mechanisms ecosystem demonstrates that student-to-lecturer and student-to-institution are also vital types of feedback. The study followed the mixed method approach to investigate the perceptions of 148 students in the Department of Educational Management universities in South Africa. Of the participants, 143 responded to questionnaires, and the remaining 5 were interviewed by means of a semi-structured interview schedule. The findings indicate that e-tutors did provide feedback to their students, and also that the efficient provision of effective feedback is essential to student learning and continues to be a key concern for many higher education institutions. However, the study also revealed that e-tutors provided conventional, one-dimensional assessment feedback, with negative consequences for teaching and learning. It is recommended that e-tutors should give feedback that encourages students rather than expressing criticism.