<?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>0123-1472</journal-id>
<journal-title><![CDATA[Cuadernos de Contabilidad]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Contab.]]></abbrev-journal-title>
<issn>0123-1472</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-14722017000200188</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.cc18-46.saip</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Satisfação em aprender: identificando a percepção dos estudantes sobre o uso de tecnologias da educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Satisfaction in Learning: Identifying Student Perceptions About the Use of Education Technologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Satisfacción en el aprendizaje: identificando las percepciones de los estudiantes sobre el uso de las tecnologías de la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Quintana]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Luís Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>46</numero>
<fpage>188</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-14722017000200188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-14722017000200188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-14722017000200188&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este trabalho tem dois objetivos. O primeiro é analisar o reflexo do uso de chats e fóruns de discussão no processo de aprendizagem, sob a perspectiva do nível de satisfação e de eficácia de aprendizagem. O segundo é verificar a percepção do estudante sobre o uso destas tecnologias. A combinação de tecnologias da educação com o processo de ensino, por meio de alternativas complementares pode gerar reflexos no aprendizado, em ambientes nos que o estudante tem mais facilidades e habilidades. Com isso, envolve-se o professor em um processo de ajuste na sua forma de atuar para atingir o objetivo de levar o conhecimento e a informação ao estudante. O estudo consistiu na realização de um experimento em que foram constituídos um grupo de tratamento e um grupo de controle. O primeiro, além das atividades normais da disciplina, experimentou as interações tecnológicas no primeiro bimestre. No segundo bimestre, os grupos foram invertidos, com o grupo de controle passando a ser o de tratamento e vice-versa. Os resultados mostram que o uso das tecnologias não interferiu na satisfação e eficácia de aprendizagem. Em relação à percepção, observou-se que 80% dos estudantes entendem que o efeito da tecnologia no processo de aprendizagem pode ser positivo. Código JEL: C93]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article has 2 objectives. The first one is to analyze the reflections on the use of chats and discussion forums in the learning process, from the perspective of the levels of satisfaction and learning efficiency. The second is to review the students' perceptions of the use of these technologies. When it is done through complementary alternatives, the combination of education technologies with the teaching process can generate reflections on learning, in an environment where the student has more facilities and skills, but it also serves as a motivating element. With this, the teacher is involved in a process of adjustment, as it allows to achieve the goal of bringing knowledge and information to the student. The study consisted of an experiment in which a treatment group and a control group were constituted. Besides the normal activities of the discipline, the first one experimented with the technological interactions during the first 2 months. In the second 2-month period, the groups were reversed, with the control group becoming the treatment group, and vice versa. The results show that the use of the technologies did not interfere in the satisfaction and the efficacy of learning. Regarding perception, it was observed that 80% of students understand that the effect of technology in the learning process can be positive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este artículo tiene dos objetivos. El primero es analizar las reflexiones sobre el uso de los chats y foros de discusión en el proceso de aprendizaje, desde la perspectiva de los niveles de satisfacción y la eficiencia del aprendizaje. El segundo es revisar las percepciones de los estudiantes sobre el uso de esas tecnologías. Cuando se hace a través de alternativas complementarias, la combinación de tecnologías de la educación con el proceso de enseñanza puede generar reflexiones sobre el aprendizaje en un entorno en el que el estudiante tiene más habilidades y destrezas, pero también sirve como elemento motivador. Con esto, el profesor se involucra en un proceso de ajuste, ya que ello le permite lograr la meta de brindarle conocimiento e información al estudiante. El estudio consistió en un experimento en el que se conformaron un grupo de tratamiento y un grupo de controles. Además de las actividades normales de la discplina, en el primer grupo se experimentó con las interacciones tecnológicas durante los dos primeros meses. En el periodo de segundo mes, se invirtieron los grupos: el grupo de controles pasó a ser el de tratamiento y viceversa. Los resultados muestran que el uso de las tecnologías no interfirió en la satisfacción y la eficacia del aprendizaje. Con respecto a la percepción, se observó que el 80% de los estudiantes entienden que el efecto de la tecnología en el proceso de aprendizaje puede ser positivo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[satisfação]]></kwd>
<kwd lng="pt"><![CDATA[eficácia de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[percepção]]></kwd>
<kwd lng="pt"><![CDATA[experimento]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[satisfaction]]></kwd>
<kwd lng="en"><![CDATA[efficacy of learning]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[experiment]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[satisfacción]]></kwd>
<kwd lng="es"><![CDATA[eficacia del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[experimento]]></kwd>
</kwd-group>
</article-meta>
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