<?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>S2218-36202022000500034</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Analisis teorico de los modelos propuestos en la educación universitaria para la educación virtual;]]></article-title>
<article-title xml:lang="en"><![CDATA[Teorical analysis proposed models in university education for virtual Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosales Márquez]]></surname>
<given-names><![CDATA[Cinthia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>5</numero>
<fpage>34</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000500034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000500034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000500034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La pandemia COVID-19 acelero a las universidades a implantar la educación virtual, sin embargo, para que esta sea viable y no se afecte la calidad educativa, es necesario determinar el modelo que mejor se adapte a esta modalidad. El presente estudio tendrá como objetivo identificar y explicar los diversos modelos propuestos en la educación virtual universitaria; para ello se planteó una metodología de revisión bibliográfica descriptiva, con una muestra de 8 artículos científicos, procedentes de las bases de datos Scopus, Scielo y Latindex; del estudio se identificaron los modelos de; MAVES, Sangrá, Pariente, Gonzales e Inciarte, E- actividades, E-learning con metodología activa participativa, Blended-Learning Moodle, modelos de universidades peruanas y aula invertida, todos estos modelos plantean el uso de las TIC e internet, algunas cambian el rol del estudiante, volviéndolo autónomo, otros proponen clases semipresenciales. En conclusión, los modelos MAVES, tercer modelo de Sangrá, modelo de Gonzales e Inciarte, E-Actividades, Modelo E-learning con metodología activa participativa, aula investida y los modelos de las universidades peruanas, podrían ser viables en el contexto de la crisis sanitaria, aunque los últimos son aun incipientes, al no tener establecidos su paradigma, enfoques y métodos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT   The COVID-19 pandemic has forced universities to implement virtual education, however, for this to be viable and educational quality is not affected, it is necessary to determine the model that best suits this modality. This study will aim to identify and explain the varius models proposed in virtual university education; for this, a descriptive bibliographic review methodology was proposed, with a sample of 8 scientific articles, from the Scopus, Scielo and Latindex databases; from the study the models of; MAVES, Sangrá, Pariente, Gonzales and Inciarte, E-activities, E-Learning with active participatory methodology, Blended-Learning Moodle, models of Peruvian universitiesmand flippedmclassroom, all these models propose the use of ICT and the internet, some change the role of the student, making him autonomous, others propose blended clases. In conclusión, the MAVES models, the third Sangrá model, the Gonzales and Inciarte model, E-activities, the E-learning model with active participatory metodology, the invested classroom, and the models of Peruvian universities, could be viable in the context of the healt crisis, although the latter are still incipient, as they have not established their paradigm, approaches and methods.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación virtual]]></kwd>
<kwd lng="es"><![CDATA[Modelos educativos]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="en"><![CDATA[Virtual education]]></kwd>
<kwd lng="en"><![CDATA[Educational models]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
</kwd-group>
</article-meta>
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