<?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>1794-192X</journal-id>
<journal-title><![CDATA[Revista Guillermo de Ockham]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Guillermo Ockham]]></abbrev-journal-title>
<issn>1794-192X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de San Buenaventura Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-192X2023000200447</article-id>
<article-id pub-id-type="doi">10.21500/22563202.5856</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Promoción del aprendizaje autorregulado mediado por la virtualidad en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Promotion of Self-Regulated Learning Virtually Mediated in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Alzate]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roncancio Moreno]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Abierta y a Distancia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>447</fpage>
<lpage>461</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-192X2023000200447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-192X2023000200447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-192X2023000200447&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La adopción de las tecnologías de la información y la comunicación en contextos educativos ha cambiado la concepción de los roles de los maestros y de los aprendices, la relación entre ellos y las prácticas educativas. Esto conduce a que nociones como el aprendizaje autorregulado cobren relevancia en la forma en la que los alumnos aprenden en este tipo de mediación y que se resalte la influencia que tiene el acompañamiento del docente en ello. Por tanto, se llevó a cabo una investigación cualitativa que, a través de entrevistas semiestructuradas y del análisis de foros de interacción de tres tutores, identificara las prácticas que fomentan el aprendizaje autorregulado en ambientes virtuales en el contexto de una universidad a distancia. A partir del análisis interpretativo, se encontró que para los participantes, el rol de los docentes se centra en promover la motivación y aquellos elementos que ayudan a generarla y sostenerla, como la autoeficacia. Adicionalmente, se define como categoría emergente la empatía, la cual permite que el profesor sea cercano al educando, identifique las necesidades de este último y promueva tanto la motivación como el interés en el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The implementation of information and communication technology in academic settings has changed the perception of the roles played by teachers and students, their relationships, and the use of teaching practices. Hence, self-regulated learning becomes a relevant concept in the way students learn in virtual environments, particularly the teachers&#8217; role and influence in virtual education settings. The present study aimed to identify the teaching practices that promote self-regulated learning in virtual learning. To do so the study used qualitative research through semi-structured interviews and the analysis of online forums of three distance university teachers. Through the interpretative analysis, it was found that the participants&#8217; central role is to promote motivation in their learners and promote aspects that help to generate and maintain it, like the self-efficacy. Moreover, an additional finding was the empathy that allows teachers to become closer to their students, identify their needs, and promote their motivation and interest in learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[rol docente]]></kwd>
<kwd lng="es"><![CDATA[acompañamiento]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[empatía]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[computer assisted learning]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[teaching role]]></kwd>
<kwd lng="en"><![CDATA[accompaniment]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
</kwd-group>
</article-meta>
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