<?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>S0123-12942021000200199</article-id>
<article-id pub-id-type="doi">10.5294/edu.2021.24.2.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de estudiantes frente a procesos de enseñanza- aprendizaje durante pandemia por covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Student's Perception of the Teaching-Learning Process during the COVID-19 Pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção de estudantes ante processos de ensino-aprendizagem durante pandemia pela covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Londoño-Velasco]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya-Cobo]]></surname>
<given-names><![CDATA[Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolaños-Martínez]]></surname>
<given-names><![CDATA[Ivon Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osorio-Roa]]></surname>
<given-names><![CDATA[Diana Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isaza-Gómez]]></surname>
<given-names><![CDATA[Germán Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Institución Universitaria Escuela Nacional del Deporte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>199</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942021000200199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942021000200199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942021000200199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La llegada de la pandemia por la covid-19 revolucionó la educación universitaria, modificó las estrategias pedagógicas utilizadas por los maestros y las formas de aprender de los estudiantes. El objetivo del estudio fue describir la percepción de estudiantes de una facultad de Ciencias de la Saludfrente a los procesos de enseñanza-aprendizaje durante la pandemia por la covid-19. El estudio mixto de tipo descriptivo de corte transversal estuvo constituido por una muestra no probabilística por conveniencia de 74 estudiantes; el instrumento utilizado fue la encuesta estructurada. El análisis de la información se realizó a través de estadística básica descriptiva y análisis del discurso. La mayoría de los estudiantes encuestados afirman que no estaban preparados para la educación virtual; solo una quita parte de la muestra afirmo tener competencias suficientes para el uso avanzado de las herramientas de la virtualidad. No se encontraron diferencias significativas entre la clase magistral y el aula invertida, pero. no ahondamos en las razones. Tampoco, encontramos diferencias significativas entre los métodos de enseñanza presentes en la población estudiada. Las competencias de aprendizaje que, según la muestra, más se desarrollaron fueron la disciplina y la autonomía; sin embargo, la mayor parte de la población considera que la virtualidad le ha quitado rigor al proceso educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The outbreak of the COVID-19 pandemic convulsed university education and modified professors' pedagogical strategies and students' ways of learning, forcing a transformation from campus-based education to one mediated by virtual environments. The study aims to describe the perception of students from the Faculty of Health of the teaching-learning processes in flipped classrooms and lectures during the pandemic. The mixed descriptive cross-sectional study consisted of an intentional non-probabilistic sample of 74 students. The instrument used was the structured survey, and the data analysis was carried out using basic descriptive statistics and discourse analysis. The results showed that flipped classrooms further promote self-organization because of asynchronous classes and create opportunities for reflection on their learning through forums and spontaneous class participation. Regarding formative and even summative assessments, students perceived this scenario positively and consider that lectures help achieve both the learning objectives in the study plan and promote meaningful learning. In conclusion, remote education is a valuable strategy to continue university education in times of pandemic; however, students believe that it has stripped the educational process of its rigor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A chegada da pandemia ocasionada pela covid-19 revolucionou o ensino universitário e modificou as estratégias pedagógicas utilizadas pelos professores bem como as de aprender dos estudantes, obrigando a uma transformação de uma modalidade presencial a uma intermediada por ambientes digitais. O objetivo deste estudo é descrever a percepção de estudantes da faculdade de saúde ante os processos de ensino-aprendizagem em aula invertida e aula magistral durante a pandemia pela covid-19. Num estudo misto de tipo descritivo de corte transversal, constituído por uma amostra não probabilística por conveniência de 74 estudantes, o instrumento utilizado foi o questionário estruturado, e a análise dos dados foi realizada pela estatística básica descritiva e pela análise do discurso. Os resultados evidenciaram que, nas aulas com formato de aula invertida, é promovida mais auto-organização, produto das aulas assincrônicas, além disso são gerados espaços de reflexão com relação às aprendizagens adquiridas por meio de fóruns e participações espontâneas na aula. Quanto às avaliações formativas e inclusive às sumativas, esse cenário é percebido pelos estudantes de forma positiva, e estes consideram que, a partir das aulas magistrais são cumpridos os objetivos de aprendizagem estipulados no currículo e uma aprendizagem significativa ocorre. Em conclusão, para os estudantes, a modalidade remota é uma estratégia útil que dá continuidade ao ensino universitário em tempos de pandemia, embora considerem que ela diminui o rigor do processo educacional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[clase magistral]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[lecture]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[information and communications technology]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[aula magistral]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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