<?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>1988-3293</journal-id>
<journal-title><![CDATA[Comunicar: Revista Científica de Comunicacíon y Educacíon]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicar]]></abbrev-journal-title>
<issn>1988-3293</issn>
<publisher>
<publisher-name><![CDATA[Grupo Comunicar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1988-32932017000200009</article-id>
<article-id pub-id-type="doi">10.3916/C51-2017-01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La investigación formativa en ambientes ubicuos y virtuales en educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative Research in ubiquitous and virtual environments in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velandia-Mesa]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano-Pastor]]></surname>
<given-names><![CDATA[Francisca-José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Segura]]></surname>
<given-names><![CDATA[María-José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad el Bosque  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colômbia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>51</numero>
<fpage>09</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1988-32932017000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1988-32932017000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1988-32932017000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La formaci&#243;n en investigaci&#243;n es fundamental en la calidad de la educaci&#243;n superior, y en este contexto, la mediaci&#243;n tecnol&#243;gica resulta esencial para alcanzar objetivos de aprendizaje centrados en el estudiante en cualquier momento y lugar. se presentan los hallazgos de un estudio cuyo prop&#243;sito ha sido evaluar los resultados de la investigaci&#243;n formativa de dos grupos de alumnos que han interactuado en ambientes de aprendizaje e-learning y u-learning. la investigaci&#243;n obedece a un estudio cuasi-experimental con un dise&#241;o de series cronol&#243;gicas y tratamiento m&#250;ltiple, enmarcada en tres etapas definidas como referenciaci&#243;n, sistematizaci&#243;n y an&#225;lisis. la muestra ha estado constituida por 189 estudiantes de cuarto a&#241;o de licenciatura en educaci&#243;n infantil de la universidad el bosque en bogot&#225; (Colombia). los resultados revelan que los ambientes u-learning fortalecen la evaluaci&#243;n y consolidan la investigaci&#243;n formativa como un proceso permanente para aprender investigaci&#243;n educativa por medio de la personalizaci&#243;n, adaptaci&#243;n y el aprendizaje situacional, marcando diferencias significativas con respecto a los ambientes e-learning durante la etapa de sistematizaci&#243;n. la intervenci&#243;n con ambientes u-learning ha tra&#237;do consigo retos y oportunidades de innovaci&#243;n en el curr&#237;culo acad&#233;mico, tales como el fortalecimiento del v&#237;nculo entre la evaluaci&#243;n y la investigaci&#243;n educativa en los campos de pr&#225;ctica profesional, as&#237; como la inclusi&#243;n de la tecnolog&#237;a hasta convertirla en algo natural, adaptable e interoperable, de modo que los alumnos pueden utilizarla sin tan siquiera pensar en ella. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT Academic training in research is fundamental in the quality of higher education and within this context, technological mediation becomes pivotal to reach student-centered learning objectives in any moment and at any time. the findings of a study, the purpose of which has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (e-learning and u-learning), are presented. the research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. the sample consisted of 189 fourth-year students of the early Childhood education degree, at el bosque university in bogot&#225;, Colombia. the results reveal that u-learning environments strengthen and consolidate formative research as an ongoing process for undertaking educational research through personalization, adaptation, and situational learning, marking meaningful differences with respect to e-learning environments during the systematization stage. the intervention with u-learning environments has revealed challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the incorporation of technology with the purpose of making it something natural, adaptable, and interoperable, that students are able to use it without even thinking about it. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje Ubicuo]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Virtual]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Investigación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Investigación Formativa]]></kwd>
<kwd lng="es"><![CDATA[Práctica Docente]]></kwd>
<kwd lng="es"><![CDATA[Sistematización de Experiencias]]></kwd>
<kwd lng="es"><![CDATA[U-Learning.]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Formative Research]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Ubiquitous Learning]]></kwd>
<kwd lng="en"><![CDATA[U-Learning]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning]]></kwd>
<kwd lng="en"><![CDATA[Systematization of Experiences]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
</kwd-group>
</article-meta>
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