<?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>S2218-36202022000100221</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ambientes híbridos de aprendizaje para el desarrollo de asignaturas mediante un enfoque constructivista]]></article-title>
<article-title xml:lang="en"><![CDATA[Hybrid learning environments for subject development using a constructivist approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pantoja Carhuavilca]]></surname>
<given-names><![CDATA[Hermes Yesser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mayta Huatuco]]></surname>
<given-names><![CDATA[Rosmeri Agustina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez Ramírez]]></surname>
<given-names><![CDATA[Luis Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Lazo]]></surname>
<given-names><![CDATA[Oswaldo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Díaz]]></surname>
<given-names><![CDATA[Ezzard Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></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>221</fpage>
<lpage>231</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El año 2021 se ha visto amenazado por la pandemia y se ha detenido el avance de la educación con el cierre de las instituciones educativas, la pérdida del aprendizaje en los estudiantes y el aumento de la deserción escolar. Para ello las universidades e instituciones educativas se han refugiado en los ambientes híbridos de aprendizaje para el desarrollo de asignaturas. Los ambientes híbridos de aprendizaje combinan instrucción cara a cara con instrucción mediada por las tecnologías de información y la comunicación. El ambiente híbrido de aprendizaje virtual constituye una herramienta de apoyo al docente, con la facilidad de procesar cualquier magnitud de información que tendría que llevar en varias hojas para poder realizar su clase, guardar toda su información con facilidad y podrá abrirlo en cualquier lugar. El uso del ámbito híbrido permite el uso de la enseñanza no presencial, sin reemplazar el apoyo al desarrollo de las actividades presenciales. Por ello, el presente trabajo pretende apoyar al docente en el desarrollo de asignaturas mediante un enfoque constructivista a través del ambiente híbrido de aprendizaje, por medio de la modelación de las metodologías Rational Unified Process (RUP) y Extreme Programming (XP).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The year 2021 has been threatened by the pandemic and the advancement of education has been halted with the closure of educational institutions, loss of learning in students and increased dropout rates. Universities and educational institutions have taken refuge in hybrid learning environments for subject development. Hybrid learning environments combine face-to-face instruction with ICT-mediated instruction. The hybrid virtual learning environment constitutes a support tool for the teacher, with the ease of processing any amount of information that he/she would have to carry on several sheets of paper in order to conduct his/her class, save all his/her information with ease and be able to open it anywhere. The use of the hybrid environment allows the use of non-face-to-face teaching, without replacing the support to the development of face-to-face activities. Therefore, this paper aims to support the teacher in the development of subjects through a constructivist approach using the hybrid learning environment, by modeling the Rational Unified Process (RUP) and Extreme Programming (XP) methodologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambiente híbrido de aprendizaje RUP]]></kwd>
<kwd lng="es"><![CDATA[XP]]></kwd>
<kwd lng="en"><![CDATA[RUP]]></kwd>
<kwd lng="en"><![CDATA[XP]]></kwd>
<kwd lng="en"><![CDATA[hybrid learning environment]]></kwd>
</kwd-group>
</article-meta>
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