<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000100008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trazabilidad del aprendizaje reflexivo en el entorno virtual durante la pandemia de la covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Traceability of reflective learning in the virtual environment during the covid-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Zuta]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goñi Cruz]]></surname>
<given-names><![CDATA[Fernando Feliz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Allccaco]]></surname>
<given-names><![CDATA[Karina Fiorella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huillca Condori]]></surname>
<given-names><![CDATA[Bertha Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Femenina del Sagrado Corazón  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>8</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aislamiento social, provocado por la Covid-19, tuvo un impacto súbito en la educación. Las instituciones formativas se vieron obligadas a suspender la presencialidad reemplazándola por la virtualidad. Los procesos reflexivos podrían emplazar oportunidades de aprendizajes potenciales y complejos. El objetivo del estudio es realizar un análisis de trazabilidad del aprendizaje reflexivo (AR) en virtualidad identificando sus principales tendencias en la producción científica durante la pandemia y analizar las orientaciones en el plano formativo para esta nueva coyuntura. La metodología meta-analítica basada en el método Prisma permitió la identificación, selección, elegibilidad e inclusión de artículos científicos de Scopus y Web of Science. Los resultados finalizan en la inclusión de 11 artículos para el análisis cualitativo, 9 de los cuales pertenecen a la Educación superior y 2 a la escolaridad básica. Se advierte una tendencia a estudios empíricos que determinan que sí es posible la aplicación del AR como estrategia en el entorno digital. El análisis cuantitativo efectuado en los 95 artículos -de identificación- demuestra que hay una base de productividad científica multidisciplinar durante la pandemia, no exclusiva del plano formativo. Sin embargo, se reduce el acceso y la publicación de artículos finalizados, con mayor preponderancia en Scopus que en WOS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The social isolation caused by Covid-19 had a sudden impact on education. Educational institutions were forced to suspend face-to-face attendance and replace it with virtuality. Reflective processes could create potential and complex learning opportunities. The aim of the study is to carry out a traceability analysis of reflective learning (RA) in virtuality, identifying its main trends in scientific production during the pandemic and to analyze the orientations at the formative level for this new situation. The meta-analytical methodology based on the Prisma method allowed the identification, selection, eligibility and inclusion of scientific articles from Scopus and Web of Science. The results end in the inclusion of 11 articles for qualitative analysis, 9 of which belong to higher education and 2 to basic schooling. There is a trend towards empirical studies that determine that it is possible to apply RA as a strategy in the digital environment. The quantitative analysis carried out on the 95 articles - of identification - shows that there is a multidisciplinary scientific productivity base during the pandemic, not exclusive to the educational level. However, access and publication of completed articles is reduced, with a greater preponderance in Scopus than in WOS.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje reflexivo]]></kwd>
<kwd lng="es"><![CDATA[entorno virtual]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[Reflective learning]]></kwd>
<kwd lng="en"><![CDATA[virtual environment]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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