Distance education may be considered as a tool that promotes the formation and updating of the human capital within the organizations, since it allows workers to keep a continuous education to acquire abilities without neglecting their work responsibilities. The digital revolution has caused that information that used to be manipulated in paper, today has a tendency of been created in electronic/digital document formats within the organizations. Because of this, it is imperative for the organizations to have highly qualified personnel for the handling of this type of digital documentation and learn about the technological processes involved and the legislations for each case. In this study we present the experience between the Autonomous University of San Luis Potosí and the National Institute of Statistic and Geography regarding the development of distance education course focused on the handling of electronic documents for the personnel responsible of document management. We also described the development, execution and general evaluation of the course through the PRADDIE model (2012); to catalog the used instruments in the implementation we used the Laurillard model (1993) modified by Curtis (1997); for the evaluation of the technological tools we used the ACTIONS model by Bates (1955); and to measure the achieved learning by the students we used the Kirkpatrick model (1994).

In this study we analyze the use of open educational resources (OER) as education innovation to develop oral proficiency of the English language in a b-learning environment. The study was performed in a technical level program from the National Learning Service in Villavicencio (Colombia). The methodology was a qualitative one with study on cases in a group of fifteen students that used the SpeakApps tool to improve oral ability. We interviewed the students and the results helped us for their interpretation of the use of OER and the development of the oral English skill. We interviewed an expert in this platform, applied the observation guide, the logbook, and examined significant documents. The findings indicate that the oral English skill of students in the English b-learning course is improved by the use of OERs because of the use of learning strategies with meaningful homework since the possibilities of extension of practice of the language in the interaction and production are opened up, and the communicative approach is developed.

Curricular flexibility in educational programs given by higher education institutions is an obligated answer to face inclusion, coverage, equality and quality present challenges. This implies to design and develop projects with modern methodologies and centered in students, that allows moving on from rigid or traditional models to flexible and innovational ones. With the new curricular reform called: “Generation of the knowledge with values”, the Autonomous University of Tamaulipas pretends to offer online the thirteen subjects for basic education program of a degree level, and provide the students with the possibility of studying anywhere and anytime; after subjects are accredited they will be able to join the professional career of their choosing in traditional or presence based modality. This article presents the methodology designed for the implementation of this project, which integrates the following stages: warranties of accessibility and availability of distance educational systems; formation and specialization of online tutors; instructional design for e-learning; evaluation mechanisms and follow up of educational processes; and project operation mechanisms.

This study has the purpose to evaluate and improve distance education courses on the field of human formation, offered by a private University in western Mexico. Different approaches have shown the need to use an observation and analysis tool created for this purpose. We then started the task taking as a starting point the model proposed by Gunawardena, Lowe and Anderson (1997), based in the analysis of the interactions between the students in a course. This qualitative approach is complemented by another quantitative approach based on what is proposed by Padilla and Hernández (2012). Once taken the option, we decided to perform an application that allowed us to measure its relevance. The pilot test was applied in seven of the ten courses offered in the first semester of 2015, corresponding to three different subjects. We analyzed a sample of the different pedagogical resources used by the teachers. Given the results, we considered adequate to appeal to the model by Gunawardena, Lowe and Anderson, for the analysis of interactions of a student in a distance course, in combination with the collection of quantitative data, which contributes with new perspectives and enriches the information.

A descriptive study with quantitative scope was carried out where the objective was to verify the effectiveness of the Flipped Classroom method as a techno pedagogical strategy to improve the performance in mathematical ability in students aspiring to enter high school. The design of this research was quasi experimental in which 101 students participated in two groups (comparison and intervention). A test was applied to both groups on Mathematical Skill before and after the Flipped Classroom intervention. The course was made for two weeks with a total duration of 24 hours and 75 minutes. After examining the results using descriptive and parametric analyzes, it was found that there were no significant differences.

In this article, by means of a mixed methodology, we analyze teachers feedback in the production of a chapter that the students carry out as the final activity of a virtual workshop oriented to the postgraduate thesis writing, as well as the changes they make in their texts based on this feedback. In addition, we assess whether our approximation to the students profile, derivative of diagnosis, is associated with the feedforward or willingness to act on the received information and to use it to modify the text. The data analysis has shown that the most frequent focus of the teachers comments is the textual model, particularly the text writing. It has also shown that this function falls into two categories: suggest corrections or offer reformulation. The most frequent change that students made is writing reformulations. Finally, it seems to be an association between student profile and feedforward. In the conclusions, important issues are highlighted: the positive impact of teacher feedback in the production of a graduate thesis chapter in a virtual workshop and the association between improvement occurrence and student profile.

The objective of this research was to explore the function of smartphones in the modes of cognition. The research question refers to the modes of cognition associated with the use of mobile devices in a university course. To answer this inquiry, we used an exploratory type study, with a qualitative approach and design of case study with multiple units. The sample consisted of 53 students of the degree in Engineering in Business Management of the Instituto Tecnológico de Hermosillo. To collect the data we used the semi-structured interview, the participant observation, the survey and the analysis of secondary documents. Qualitative data were analyzed using linear and axial coding. The results show the predominance of knowledge modalities such as empirical cognition and distributed cognition, which contrast with the results obtained by other studies on mobile learning and the development of cognitive skills. We conclude that mobile learning induce an empirical cognition, based on the execution of procedures that oscillate between the algorithmic and the heuristic mental activity.

This research determines the factors that inhibit the systematic use of Information and Communication Technologies (ICT) in the educational processes of the Centro de Investigaciones Biológicas del Noroeste, SC (CIBNOR). In the same way it examines the level of affectation in the adoption of these technologies for factors such as age, the relation of the teaching practice, the perceived incentive by its exercise, the professional and job profile, among others. Therefore, a quantitative research was carried out, applying a survey to the entire academic staff of CIBNOR, statistically examining the correlation of the data and the graphical analysis of dispersion and regression. The results show that the profile of the institutions academics, generally of PhD dedicated to the research of some branch of biology, does not constitute a factor that affects the familiarity, use, attitude and competencies that they have on the ICT; age is shown as an insignificant factor, however, the insufficiency of the economic incentives towards the teaching is outlined as the factor that inhibits the adoption of the technology in their practices, causing the academics of the institution to subordinate the practice of teaching to their research activities.

The present study reports on the analysis of the contents of 20 apps and video games, to determine if these can favor the development of cognitive processes involved in initial reading in Spanish. The analysis aims to provide, to the clinical and educational studies, specific information on the type of tasks covered in their contents, to assist in the process of literacy in Spanish. The instruments used for data collection were, direct observation, analysis of content based on the tasks performed in the games and applications, and the classification of these tasks based on the literature on the topic. Structured observation determined that most applications promote reading learning in different levels, and only 4 of them favor writing; among the latter, a game of virtual reality (Minecraft), promotes reading and writing during the activity in the game. The results show the relevance of the analysis of the tasks involved in video games and applications, to determine if they can be used as tools mediators of specific cognitive processes within the formal, non-formal educational environments, and clinical educational environments.

This paper presents the results of the research that analyzed the perception of the educational benefit of users of the Learning Management System (LMS) Blackboard that is used at the Autonomous University of the State of Hidalgo (UAEH), taking as a central axis the question: What is the benefit of the learning management system as a technological tool in the educational process of UAEH? For this, the analysis was performed based on the models: TPACK by Mishra & Koehler (2006), SAMR model developed by Puentedura (2006) and TAM3 developed by Venkatesh & Bala (2008). Methodologically it is a multiple case study, where several cases are used simultaneously to explore and describe a reality. Three teachers of the Campus Tlahuelilpan of the UAEH participated in the semi-structured interview, which constituted the technique for obtaining data. The results indicate the need for an adequate training, not only in the technological, but also in the pedagogical and curricular; adequate infrastructure and changes in institutional policies, among others. This responds to the theoretical models mentioned above. It is suggested that Higher Education Institutions take into account this results when implementing a Learning Management System as a support in the educational process.

Since the current incorporation of the E-learning in the educational world, this study presents the design and evaluation of the MOOC (Massive Online Open Courses) called "El aula inclusiva hoy en día. Cómo afrontar el trastorno del espectro autista y las altas capacidades intelectuales” [The inclusive classroom today. How to deal with autism spectrum disorder and the high intellectual capabilities]. The aim of this study is to provide educational professionals with a more accessible and flexible training resource so that they can expand and reinforce knowledge. Thus, the main purpose is to know the participants perceptions about the MOOC. A questionnaire ad hoc was used as a data collection instrument. Initially, 330 participants were enrolled in the course, of which 110 participants completed it satisfactorily and responded to the final evaluative questionnaire. Most of the subjects answered in a positive way to the totality of the questions, being generally satisfied in: topic, content, methodology and participation. The main contribution of this work lies in the potential of these courses as an accessible tool that allows the permanent training of the professionals of the education. As a proposal for improvement, the participants clarify to increase the number of time to perform the tasks. In conclusion, we can say that the MOOC is perceived as a satisfactory tool. This helps us to continue advancing in the field of online and distance learning, considering the MOOC as a powerful tool that provides a valuable channel for the exchange of content and knowledge by students from all over the world.

This work has the aim to demonstrate the importance of the development of the digital competitions in the university teachers to empower his academic work with the support of the Technologies of the Information and Communication (ICT). In this sense, the University of Tamaulipas (UAT) Mexico has trained a total of 124 teachers from the different UAT schools in the International Certification Program in Digital Competencies-ICDL, of which up to now 76 teachers have accredited the Basic Certification-ICDL related with Computer Fundamentals, Online Course Fundamentals, Word Processor and Spreadsheets. To do this, teachers had to perform level tests, study lessons and develop, in a self-taught manner, different types of exercises and practices, until submitting their certification exam. This paper also presents the advances that teachers had in the development of their digital competences, comparing the results of the beginning and the end of the certification. Universities should invest in the training of their teachers, in order to respond to the challenges of the 21st century higher education, mainly because they require a specialized teaching profile, sufficient background in pedagogical methods, expertise in contents and certifications in digital competencies recognized by international organizations that guarantee their quality.

The aim in this paper is to present the results of the first stage of an investigation that has the objective of developing a fislet that consists of the animation of a problematized physical situation activated through the elements of a hybrid conceptual map. The methodology considers the selection of problematized physical situations where the physical notion to be taught is involved, the resolution of such problems by a group of teachers, the elaboration of hybrid conceptual maps and fislets through Java and MATLAB software and the support of the ontosemiotic approach. The results suggest that students consider the fislet as a didactic tool that allows them to explore the process of solving physical problems, reflect on assumptions and procedures, and analyze interpretations of representations, among other aspects. The research contributes to educational technology through the proposal of the design of a novel fislet that is based on the notion of representation and ontosemiotic interpretation of hybrid conceptual maps. It is concluded that the fislet allows the students to visualize the physical-mathematical objects that participate in the practice of solving a physical problem.

In this article it’s analyzed the ways professors use ICT in a teacher trainer university in Mexico and the attitudes of each professor when they are applying them in the classroom, taking as a reference the goal from the Digital National Strategy (2013), which consists of training new teacher’s generations by using this newcomer tools. The analysis is centered in the National University of Education Science (UPN), and its potential to answer for needs regarding the ICT uses. The research is quantitative; the survey included a random sample that obtained with 90% of reliance. In the results it is identify the e-mail and the PowerPoint tool as the most common in a classroom; on the other hand the Web 2.0 tools just like wikis and blogs are the less popular in a classroom. The research presents evidence of the basic use of ICT in the teacher´s training school and adds an idea of the distance between the advisable and the reality in the classrooms.

The growing integration of information and communication technologies in education has involved investigating how and under what circumstances and conditions these tools support students in learning a second language. This led to exposing their perception of the use of ICT as a support for learning English. The research was carried out with a quantitative, transversal and descriptive approach. The survey was applied to 162 students enrolled in the International Business career of a Mexican public university. The results shows that students perceive positively the use of technologies as support in the learning of English; they are aware of how these tools can help them acquire skills to master a second language; however, they acknowledge that they have not yet managed to internalize the use of ICT, mainly those aimed exclusively at the educational process. On the other hand, they consider that platforms, such as Moodle, and some educational softwares do not favor their learning, which makes it necessary to rethink the use of these tools and turn them into a dynamic space to provide greater participation by students.

The "fourth industrial revolution" will provoke a transformation in educational scenarios because it will incorporate cyber-physical networks in the production, logistics and consumption of goods and services. Educational theory has traditionally approached technological educational scenarios with categories of analysis typical of the third industrial revolution and it is necessary to overcome these conceptual weights. This paper proposes the concept of "network learning" taking as a starting point the posthumanist ontology and the epistemology of the actor-network theory. Thus, learning would be a process that associates human and non-human agencies alike, which operates without center nor periphery, and whose objective is to guarantee self-regulation and persistence because as soon as the agencies stop operating, the learning network disappears. Learning is, in itself, a heterogeneous network in operation. Likewise, this paper identifies some basic human and non-human agencies that allow learning networks to be established, strengthened or destroyed. In addition, it is justified why educational research should create data through an inductive manner and construct categories of analysis abductively to identify new objects of study in the learning scenarios of the fourth industrial revolution, which are characterized by being hybrid, ambiguous and contingent.

The aim of this work was to analyze students satisfaction with a preparatory course in advanced mathematics, in e-learning and b-learning modalities, in a master’s degree in electronics, in a graduate institution of the National Technological of Mexico. The satisfaction analysis was carried out based on the Disconfirmation of Expectations Theory and the categories for the analysis were taken from the Theory of Didactic Suitability. The research was designed as a case study, with exploratory and descriptive scope. To carry out the assessment of student satisfaction, two online questionnaires were applied, one before starting the course to know their expectations and another at the end to assess satisfaction. Semi-structured interviews were conducted with the students and the teacher who taught the course and non-participant observation was carried out during the e-learning modality, for data triangulation. Although the study was carried out with only one group, the preliminary results shows that the students, despite the material and affective limitations during the course, have a high degree of satisfaction with it. The categories of analysis are suitable for analysis of math courses in these modalities.

The growing integration of information and communication technologies in education has involved investigating how and under what circumstances and conditions these tools support students in learning a second language. This led to exposing their perception of the use of ICT as a support for learning English. The research was carried out with a quantitative, transversal and descriptive approach. The survey was applied to 162 students enrolled in the International Business career of a Mexican public university. The results shows that students perceive positively the use of technologies as support in the learning of English; they are aware of how these tools can help them acquire skills to master a second language; however, they acknowledge that they have not yet managed to internalize the use of ICT, mainly those aimed exclusively at the educational process. On the other hand, they consider that platforms, such as Moodle, and some educational softwares do not favor their learning, which makes it necessary to rethink the use of these tools and turn them into a dynamic space to provide greater participation by students.

In recent years the demand for specialized personnel in health care services has increased, this has encouraged the professionals in this area to look for alternatives of updating that adapt to the rhythms and working days according to their recruitment. The Instituto Universitario Veracruzano has started with the Master’s Degree in Health Services in the online modality. The objective was to analyze the assessments on the online collaboration of a group of 26 students of the first semester in the subject in Information Systems and Technologies. The type of study was mixed, for the quantitative part was applied an instrument called “Colab” with a reliability index of Cronbach Alpha of 0.87. For the qualitative part, we analyzed the collaborative slogans made in the discussion forums. The results obtained indicates a favorable acceptance for this type of activities. Finally, it is concluded that virtual learning environments are favorable for those subjects whose working hours prevent them from studying in the face-to-face mode. Also, the didactics applied in online learning are favorable for the development of collaboration skills.

This study describes the development of digital educational contents through an instructional design that incorporated audiovisual elements to be consulted by smartphones. The methodology was based on the Research and Development approach. The first stage consisted of the development of digital educational content through the Instructional Design of Analysis, Design, Development, Implementation, and Evaluation model (ADDIE), while the second part explored whether this type of development can function as a pedagogical tool for support for a formal course. The results presented are derived from the piloting carried out with 17 postgraduate students who were studying the subject of Statistics. Some students expressed that the use of digital educational content is pleasant and novel; however, there was confusion in a statistical procedure. It concludes on the moderate use of animations, the reinforcement of the pedagogical aspects of this type of developments and some contextual considerations for the consultation. This study offers recommendations for optimizing audiovisual resources to provide pedagogical support in mobility contexts.

In this article, we analyzed the students’ selfperception regarding the use of technological tools for learning and study habits, as part of their academic training. From the pedagogical point of view, the self-perception of the students is the way in which they perceive themselves within the educational process. To do this, we analyzed the intrinsic and extrinsic motivation, uses of digital technologies for support learning, how they complement their studies and the perception they have about technologies. The information was collected through a questionnaire validated and applied to the student population of a Mexican university, through a stratified sample. Once the analysis of the data was carried out, we found that students’ motivation significantly influences the way in which they use ICT and that the students’ selfperception depends on the learning objective, either for an academic purpose or for informal learning. In addition, we found that the student seeks socialization either face-to-face or virtual to carry out the teaching-learning process.

Digital skills are vital to participate in today’s society. It is thought that young people are digitally competent because they skillfully operate different technological devices. However, recent studies have shown that the digital competences of this generation are disparate and do not extend to all areas. Such arguments gave support to the educational innovation that is described in this article, whose objective was oriented, precisely, to promote the use of a tool (Google Drive) and the essay of a skill (writing and online collaborative editing) that is not usually of the most developed among young people. 151 university students from different disciplinary areas participated. They were asked to solve an academic task in groups with the mediation of a shared document in Google Drive where they had to advance and collaboratively edit the answer. After the task a questionnaire was administered, whose answers are analyzed in this article. The most outstanding results showed that only 5% of the participants had previous experiences to collaboratively write and edit a shared document in the cloud. Furthermore, 85% positively valued the tool for future implementations in other contexts, after having experienced and known its use from the proposed innovation.

In this article we present the revision of trends and general implications of higher education and continuous education of educators in distance modality in México –in the first place– and in the State of Veracruz –in the second place–, Mexican State where distance education enhanced with digital mediation has been a clear option of student and educator´s formation with a considerable reach. Technology enablement of educators with digital means is every time more necessary and to be coherent with the signs of the times, it requires breaking the prevailing paradigm of what it is understood by computational competence. As a response to a change of an educator´s enablement structure, we built two virtual diplomats for in service educators that have, as a funding base, the theory of the Digital Knowledge Set. The courses that were designed in 2017 and 2018, are today offered by the National Association of Universities and Higher Education Institutions of Mexico and its National System of Distance Education; and besides resorting to the afore mentioned theory, the programs considered the level educators are working on and their disciplinary orientation as articulation axis of a relevant formation.

The present article is the result of an investigation to verify if the gamification strategies in a distance learning course at the Universidad Autónoma de Yucatán (UADY) are considered as innovative educational practices, according to the elements of its educational model, and to verify the relevance of these strategies through the students’ perception. The course was developed through an instructional design model using three basic gamification strategies (storytelling, escape room and “PBL”). Students’ reflective journals were used to assess these strategies, as well as their comments in the discussion forums. It was found that the characteristics of UADY’s educational model allow the development of innovative strategies such as gamification and, on the other hand, students reported having experiences such as new ways of learning and developing behaviors such as motivation and teamwork. These findings are consistent with the literature and generate positive perspectives for the development of gamification in distance education at the university level.

This article describes a configurable and computable instructional model based on gamification elements. The empirical evaluation of the model is also reported using the software engineering area as the scope of application. In the experimental study two treatments were compared: the traditional dynamics of using a paper document for the Performance Test, and the use of a Virtual Learning Environment configured based in the model; the dependent variables considered were time and score. From the statistical analysis it was possible to conclude that the students did not present significant differences in the scores obtained in both treatments; however, the time turned out to be a variable with significant differences.

Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students’ academic performance and motivation in the learning process.

Technological advances have had a significant impact on education, leading to increased attention on the development of digital skills in university students. The objective of this article was to conduct a review of current literature related to educational innovations aimed at promoting digital competencies in university students, in order to identify current approaches and provide a comprehensive and updated insight into the topic. This research is qualitative, applied, and bibliographic in nature, with a descriptive scope, under a non-experimental, cross-sectional design that employs the analytical-synthetic method. The main findings highlight that educational software, educational platforms, and social networks can be valuable tools that benefit students in their learning and acquisition of competencies in various fields, as long as they are used responsibly, critically, and as a complement to face-to-face teaching.

This systematic review explored how 3D printing as an educational tool favors learning and develops creative thinking in higher education students, particularly in the industrial design career. Furthermore, this tool potentiates specific educational and cognitive abilities in students. Therefore, we performed a literature analysis covering the years 2017 to 2022 on how 3D printing has been integrated into the educational area and where the work in the classroom is headed. In this context, we followed the inclusion, exclusion, and relevance criteria to search for articles, resulting in the analysis of 19 documents found in the Google Scholar, SciELO, Redalyc and Scopus databases. We divided the analysis into five steps: planning, selection, extraction, results, and conclusions. The results show that most authors agree that the use of 3D printing helps to develop creativity and generate motivation in students. Therefore, it is necessary to promote an intelligent curriculum with scientific and technological innovations that reinforce the path toward their professional development.

In the current digital environment, a wide variety of resources have emerged to support the teaching and learning processes. This research focuses on Open Educational Resources (OER), a technological innovation that, for its effective implementation within educational institutions, requires the active participation of teachers. The main objective of this research was to identify and solve some of the challenges faced by high school mathematics and physics teachers when incorporating OER into their teaching practice. To achieve this, an Open Educational Resources Workshop was designed and implemented. It was a qualitative research study that employs a Participatory-Action-Research methodology in which it was possible to identify repositories and platforms used by participating teachers. This process led to a change in the perception of the factor “Time to find, review, and select OER”. The research involved the participation of 20 teachers with experience in teaching mathematics and physics at the high school level, in both urban and regional contexts, with at least one year of experience. This work contributes to the knowledge about the incorporation of OER into high school teaching practice in a Mexican context. In addition, it allows the identification of variations in the 5R model, which provides a framework for the implementation of OER in similar educational contexts.

The objective of this research focused on identifying the level of technological integration that university professors of the Faculty of Accounting and Administration of Autonomous University of Sinaloa, México, possess, based on the TPACK model during their teaching practice. The results were determined using the criterion of mean frequencies (M), where the low level of conceptual knowledge corresponds to M£2.3, for an intermediate level M>2.3 and M£3.6 and for the high-level M>3.6. These findings showed that the teachers were, in general, above the mean in the seven dimensions of knowledge that make up the model (M=3.6). The data reflected that the teachers were at a high conceptual level of technological integration due to their level of knowledge. It was shown that the hypothesis is true, since the teaching activities that promote learning are related to the level of technological integration following the TPACK model. Future lines of research may include direct observation of educational practices in the classroom to advance towards greater scientific knowledge about the integration of technological tools in the design and development of teaching activities with technology.

Promises of ‘teacher-light’ tuition and of enhanced ‘efficiency’ via the automation of teaching have been with us since the early days of digital education, sometimes embraced by academics and institutions, and sometimes resisted as a set of moves which are damaging to teacher professionalism and to the humanistic values of education itself. However, both the embrace and the resistance can be seen to be anchored in a humanistic orientation to the project of education which recent work in the theory of critical posthumanism draws into question. Working within the broad frame of critical posthumanism, this paper will revisit the notion of teacher automation in higher education, exploring how as teachers we might enact new, resistant ways of playing at the boundaries of the human and machine.

This article presents an instructional design for strengthening competencies in the use of information and communication technologies, specifically in the dimension of digital resources. The ADDIE (analysis, design, development, implementation and evaluation) instructional design model was used; in addition, a virtual learning environment was implemented that allowed the development of synchronous-asynchronous sessions and the pedagogical elements around the training process. For the methodology, a designbased research was used with a non-probabilistic convenience sample composed of 32 elementary school teachers from Los Quindos institution, Colombia. Two research instruments were implemented: a Likert-type scale questionnaire for the analysis of teachers’ social representations in the diagnostic phase, and a test that measures digital competencies according to the common European framework DigCompEdu. The application of the instructional model allowed the improvement of competence levels in all dimensions, constituting an innovative strategy in the educational field that favors interaction processes (collaborative learning) and autonomous learning.

In the presence of the pandemic caused by covid-19, digital platforms were implemented to continue with the education processes from isolation. In the case of higher education that imparts various areas of knowledge, different results were identified in the use of the same digital platforms. In response to this, it was necessary to analyze how the technological characteristics implemented at a higher level in Mexico have influenced the participation, attendance and evaluation of students by area of knowledge. Therefore, a data envelopment analysis was performed to measure the efficiency of the inputs and outputs described by the literature; the limitations of the research was circumscribed by the amount of data to be analyzed. As a result, it was identified that the greater the number of features added to the digital platforms, the better levels of participation, attendance and evaluation of students by academic area. Likewise, when considering future lines of research, it is considered ideal to elaborate on the various methods of digital evaluation, such as the digital portfolio and feedback.

The aim of this research was to explore the possibility of conforming types of students, as well as to identify a possible relationship between the educational trajectory and the self-perception of both cognitive and technical skills. The research design was quantitative, transectional correlational. The analysis followed the structural equation model, hierarchical conglomerates and K-means, as well as a Chi-square hypothesis test. The information was collected from 191 university students, and the results showed three types of students that we called: analytical thinkers, progressing learners and technological innovators in addition to identifying a relationship between semester and cognitive skills as techniques. The studies that showed types of students based on cognitive and technical skills are rare and not very conclusive, although they focus on exploring different variables. This study was the first to address skills a priori of self-perceived cognitive and technical skills, as well as a description of the student environment based on different types for the possible application of multimodal courses, in addition to providing a key variable in high and positive self-perception: the semester.