<?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>S1990-86442022000300322</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza-aprendizaje significativo en un entorno educativo virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[Meaningful teaching-learning in a virtual educational environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urday Cáceres]]></surname>
<given-names><![CDATA[Jaime Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deroncele Acosta]]></surname>
<given-names><![CDATA[Angel]]></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>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>86</numero>
<fpage>322</fpage>
<lpage>331</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000300322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000300322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000300322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La siguiente investigación tiene como objetivo evaluar el proceso de enseñanza-aprendizaje significativo en un entorno virtual, específicamente en una Universidad privada de Lima. Es una investigación de enfoque mixto, direccionada desde el método cualitativo de estudio de casos y donde se emplearon técnicas cualitativas y cuantitativas: un cuestionario y una entrevista. Los sujetos participantes fueron 29 estudiantes y 10 docentes. Los resultados muestran limitaciones de los docentes al gestionar el proceso de enseñanza-aprendizaje a través de la plataforma digital, donde se requiere de innovar la práctica pedagógica, sin embargo, aún se emplean prácticas didácticas reproductivas y tradicionales, que no favorecen el proceso formativo en la virtualización, a la vez se pudo comprobar debilidades y fortalezas del aprendizaje significativo en los educandos en la enseñanza virtual. Finalmente el estudio permitió concretar 5 líneas de trabajo para mejorar el proceso de enseñanza-aprendizaje en los entornos virtuales: 1.- integración pedagógica, disciplinar y tecnológica en el proceso de enseñanza-aprendizaje significativo; 2.- énfasis en un mayor protagonismo del estudiante en el proceso de enseñanza aprendizaje, 3.- retroalimentación formativa en línea, 4.- automotivación del estudiante por el contenido de las asignaturas, 5.- énfasis en el rol de la experiencia en el aprendizaje significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The following research aims to evaluate the significant teaching-learning process in a virtual environment, specifically in a private University of Lima. It is a mixed approach research, directed from the qualitative case study method and where qualitative and quantitative techniques were used: a questionnaire and an interview. The participating subjects were 29 students and 10 teachers. The results show limitations of the teachers when managing the teaching-learning process through the digital platform, where it is necessary to innovate the pedagogical practice, however, reproductive and traditional didactic practices are still used, which do not favor the educational process in virtualization, at the same time it was possible to verify weaknesses and strengths of meaningful learning in students in virtual education. Finally, the study allowed to specify 5 lines of work to improve the teaching-learning process in virtual environments: 1.- pedagogical, disciplinary and technological integration in the meaningful teaching-learning process; 2.- emphasis on a greater role of the student in the teaching-learning process, 3.- online training feedback, 4.- student self-motivation for the content of the subjects, 5.- emphasis on the role of experience in the significant learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza virtual]]></kwd>
<kwd lng="es"><![CDATA[competencia digital docente]]></kwd>
<kwd lng="es"><![CDATA[autonomía pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[virtual teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching digital competence]]></kwd>
<kwd lng="en"><![CDATA[pedagogical autonomy]]></kwd>
</kwd-group>
</article-meta>
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