<?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>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322023000100008</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.19v.1i.1173</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias didácticas y pedagógicas, modelos pedagógicos y herramientas tecnológicas en educación superior mediada por TIC*]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic and pedagogical strategies, pedagogical models and technological tools in higher education mediated by ICT]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias didático-pedagógicas, modelos pedagógicos e ferramentas tecnológicas no ensino superior mediado pelas TIC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla Torres]]></surname>
<given-names><![CDATA[Cristián Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Contreras]]></surname>
<given-names><![CDATA[Jennifer Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esteban Ojeda]]></surname>
<given-names><![CDATA[Yuri Catherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322023000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322023000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322023000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del presente documento es realizar una revisión sistemática de las estrategias didácticas y pedagógicas, los modelos pedagógicos y las herramientas tecnológicas con las cuales los estudiantes de educación superior mediada por TIC alcanzan mejores resultados académicos. Para realizar la revisión sistemática se aplicó la metodología PRISMA, seleccionando un total de 52 artículos de las bases de datos Scielo, Dialnet plus, JSTOR, Proquest, Science Direct, Scopus y Emerald Insight. En lo respectivo a las estrategias didácticas y pedagógicas se identifican como tendencias la gamificación, el storytelling, el aprendizaje basado en casos, el aprendizaje basado en problemas, el aprendizaje colaborativo y el aprendizaje invertido, las cuales pese a generar mejoras en los resultados académicos de los estudiantes, presentan dificultades al momento de ser implementadas debido a las capacidades de los docentes para plantear propuestas innovadoras y la disposición de las universidades en la financiación y apoyo a este tipo de iniciativas. Sobre modelos pedagógicos, se observó una prevalencia del constructivismo al igual que la integración de los modelos TPACK y TELL, los cuales buscan responder a necesidades de aprendizaje desde la comunicación, los procesos auto-regulados en la individualidad, la generación de conocimiento a partir de la experiencia, la aplicación de saberes en ambientes controlados por parte de los estudiantes, la promoción de la alfabetización digital, y el uso de las tecnologías para generar conocimiento. Por último, se identifican los LMS, las redes sociales y los simuladores en línea, como oportunidades tecnológicas para mejorar los resultados académicos de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to carry out a systematic review of the didactic and pedagogical strategies, the pedagogical models and the technological tools with which ICT-mediated higher education students achieve better academic results. To carry out the systematic review, the PRISMA methodology was applied, selecting a total of 52 articles from the Scielo, Dialnet plus, JSTOR, Proquest, Science Direct, Scopus and Emerald Insight databases. Regarding the didactic and pedagogical strategies, gamification, storytelling, case-based learning, problem-based learning, collaborative learning and flipped learning are identified as trends, which despite generating improvements in the academic results of students, present difficulties at the time of being implemented due to the capacities of teachers to propose innovative proposals and the willingness of universities to finance and support this type of initiative. Regarding pedagogical models, a prevalence of constructivism was observed, as well as the integration of the TPACK and TELL models, which seek to respond to learning needs from communication, self-regulated processes in individuality, the generation of knowledge from experience, the application of knowledge in controlled environments by students, the promotion of digital literacy, and the use of technology to generate knowledge. Finally, LMS, social networks and online simulators are identified as technological opportunities to improve the academic results of students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo é realizar uma revisão sistemática das estratégias didático-pedagógicas, dos modelos pedagógicos e das ferramentas tecnológicas com as quais os alunos do ensino superior mediado pelas TIC alcançam melhores resultados acadêmicos. Para realizar a revisão sistemática, foi aplicada a metodologia PRISMA, selecionando um total de 52 artigos das bases de dados Scielo, Dialnet plus, JSTOR, Proquest, Science Direct, Scopus e Emerald Insight. Roldando as Estratégias Didáticas e Pedagógicas, Gamificação, Contação de Histórias, Aprendizagem Baseada em Casos, Aprendizagem Baseada em Problemas, Aprendizagem Colaborativa e Aprendizagem Flipped são apontadas como Tendências, que Mesmo Genéricas Melhoram nos Resultados Acadêmicos dos Alunos devido às capacidades dos professores em propor propostas inovadoras propostas e a vontade das universidades de financiar e apoiar este tipo de iniciativa. Relativamente aos modelos pedagógicos, observou-se uma prevalência do construtivismo, bem como a integração dos modelos TPACK e TELL, que procuram responder às necessidades de aprendizagem a partir da comunicação, dos processos autorregulados na individualidade, da geração de conhecimento a partir da experiência, da aplicação de conhecimento em ambientes controlados pelos alunos, a promoção do letramento digital e o uso da tecnologia para gerar conhecimento. Por fim, LMS, redes sociais e simuladores online são apontados como oportunidades tecnológicas para melhorar os resultados acadêmicos dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[modelos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical models]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias didáticas]]></kwd>
<kwd lng="pt"><![CDATA[estratégias pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[modelos pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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