<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942020000400659</article-id>
<article-id pub-id-type="doi">10.5294/edu.2020.23.4.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El diseño de ambientes blended learning: retos y oportunidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Design, Challenges, and Opportunities of Blended-Learning Environments]]></article-title>
<article-title xml:lang="pt"><![CDATA[O desenho de ambientes blended learning: desafios e oportunidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quitián-Bernal]]></surname>
<given-names><![CDATA[Sandra Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Martínez]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Girona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>4</numero>
<fpage>659</fpage>
<lpage>682</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942020000400659&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942020000400659&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942020000400659&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la era de la información y el conocimiento, resulta innegable la importancia de las Tecnologías de la Información y la Comunicación en los escenarios educativos. Los entornos de aprendizaje mixto o Blended-Learning ofrecen al profesor una amplia gama de mediaciones para el aprendizaje; sin embargo, se requiere avanzar en la construcción de criterios didácticos y tecnológicos para su diseño. Basados en el método de revisión sistemática de la literatura (RSL), este estudio documental analiza un grupo de 43 investigaciones sobre la modalidad b-Learning en el ámbito educativo, las cuales revelan sus alcances y retos. Los hallazgos muestran que los aspectos más relevantes para incursionar en el diseño didáctico de experiencias b-Learning son la evaluación, el trabajo colaborativo y las mediaciones tecnológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the information and knowledge age, the relevance of information and communication technologies in educational settings is undeniable. Blended-learning environments offer the teacher a wide range of mediations for learning; however, we need to advance in establishing didactic and technological criteria for its design. Following the systematic literature review (SLR) method, this desk research analyzes a group of 43 studies on blended learning in education, revealing its scope and challenges. The findings show that the most significant aspects for venturing into the didactic design of blended-learning experiences are evaluation, collaborative work, and technology mediations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na era da informação e do conhecimento, é inegável a importância das tecnologias da informação e da comunicação no contexto escolar. Os ambientes de aprendizagem híbrida ou blended learning oferecem ao professor uma série de mediações para a aprendizagem; contudo, é preciso avançar na construção de critérios didáticos e tecnológicos para seu desenho. Com base no método de revisão sistemática da literatura, este estudo documental analisa 43 pesquisas sobre a modalidade blended learning no contexto escolar, as quais revelam progressos e desafios da modalidade. Os achados mostram que os aspectos mais relevantes para tratar do desenho didático de experiências blended learning são a avaliação, o trabalho colaborativo e as mediações tecnológicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambientes de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[b-Learning]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="es"><![CDATA[TIC en la educación]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="en"><![CDATA[electronic learning]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[information technology in education]]></kwd>
<kwd lng="en"><![CDATA[ICT in education]]></kwd>
<kwd lng="en"><![CDATA[learning environments]]></kwd>
<kwd lng="en"><![CDATA[instructional design]]></kwd>
<kwd lng="pt"><![CDATA[Blended learning]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem on-line]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem eletrônica]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia da informação e comunicação na educação]]></kwd>
<kwd lng="pt"><![CDATA[ambientes de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[design instrucional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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