<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442020000400316</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La motivación en la enseñanza en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[Motivation in online teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán Baquerizo]]></surname>
<given-names><![CDATA[Gina Esmeralda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaiquema Márquez]]></surname>
<given-names><![CDATA[Francisco Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Tobar]]></surname>
<given-names><![CDATA[Fanny Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Babahoyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>75</numero>
<fpage>316</fpage>
<lpage>321</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442020000400316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442020000400316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442020000400316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aprendizaje en línea tiene una serie de beneficios potenciales, entre ellos la capacidad de superar las restricciones temporales y espaciales de los entornos educativos tradicionales. A pesar de las ventajas que ofrece el aprendizaje en línea, una variedad de factores ha sido identificada como cruciales para el éxito de los cursos en línea. La revisión llevada a cabo permitió develar que la motivación se ha identificado como multidimensional porque los estudiantes muestran diferentes tipos de motivación en un mismo contexto, lo que ha llevado a un gran número de investigadores a estudiar la motivación intrínseca y extrínseca, la auto-eficacia, el interés, los valores y las metas de los estudiantes. Por lo cual, concluimos que lograr la motivación en el proceso de enseñanza-aprendizaje en línea requiere que se planteen actividades que posibiliten una actitud protagónica - consciente de indagación y búsqueda del contenido por parte del estudiante, a partir de una serie de estrategias para mantener la motivación en este complejo escenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Online learning has a number of potential benefits, including the ability to overcome the temporal and spatial constraints of traditional educational settings. Despite the benefits of online learning, a variety of factors have been identified as crucial to the success of online courses. The review carried out revealed that motivation has been identified as multidimensional because students show different types of motivation in the same context, which has led a large number of researchers to study intrinsic and extrinsic motivation, self-efficacy, the interest, values &#8203;&#8203;and goals of the students. Therefore, we conclude that achieving motivation in the online teaching-learning process requires that activities be proposed that enable a leading attitude - aware of inquiry and search for content by the student, based on a series of strategies to maintain motivation in this complex scenario.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza en línea]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[online teaching]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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