<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000300100</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-3.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La comunicación y la interacción como aspectos clave de los entornos personales de aprendizaje: Perspectiva de estudiantes costarricenses de educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Communication and Interaction as Key Aspects of Personal Learning Environments: Perspectives of Costa Rican Education Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[A Comunicação e a interação como aspectos-chave do ambiente pessoal de aprendizagem: perspectiva de estudantes costa-riquenhos de educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Martínez]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Sanmamed]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[A Coruña ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[A Coruña ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>100</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000300100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000300100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000300100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Gracias a la proliferación de nuevas tecnologías de la información y la comunicación, y a partir de un acceso a internet cada vez más global, se están propiciando cambios significativos tanto en la forma de trabajar en las aulas como en las relaciones que se generan entre la comunidad educativa, lo cual reclama un mayor desarrollo de las competencias comunicativas como componentes clave de los entornos personales de aprendizaje (PLE). El objetivo de esta investigación es analizar las herramientas que conoce y utiliza el estudiantado universitario de educación costarricenses, así como las actividades y mecanismos que generan con su uso para favorecer los procesos comunicativos a distintos niveles. Desde un enfoque cuantitativo, y con un diseño no experimental, se recolecta información de una muestra de 421 estudiantes a través de un cuestionario compuesto por diferentes escalas. Las principales herramientas utilizadas para compartir información son las redes sociales, el correo electrónico y las aplicaciones móviles; se desconocen, en gran medida, otros recursos. Las principales actividades se vinculan al envío de correos, utilización del chat y uso del sistema de gestión de aprendizaje (LMS). La gran mayoría de estudiantes (41,7 %) indica que usa las herramientas tanto para compartir información como para aprender de otras personas, aunque cabe resaltar un alto porcentaje (20 %) que dice no utilizarlas para ninguna de las opciones mencionadas. Es necesario y urgente estimular y enriquecer los PLE del estudiantado para que pueda sacar mayor provecho de los recursos a su alcance para facilitar sus aprendizajes y desarrollar sus competencias comunicativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Thanks to the proliferation of new information and communication technologies, and through increasingly global internet access, significant changes are being made in both the way we work in the classroom and in the relationships generated by the educational community; this calls for further development of communicative skills as key components of personal learning environments (PLE). This research aims to analyze the tools that Costa Rican education students know and use; it also examines the activities and mechanisms the students generate with their use to promote the communication processes to different levels. From a quantitative approach, and under a non-experimental design, information from a sample of 421 students is collected through a questionnaire composed of different scales. The main tools used to share information are social networks, email, and mobile apps; other resources are largely unknown. The main activities are linked to sending emails, communicating through chat applications, and using the Learning Management System (LMS). The vast majority of students (41.7%) indicate that they use the tools to share information and learn from others; although, it is worth highlighting that a high percentage (20%) does not use them for any of the options mentioned. It is necessary and urgent to stimulate and enrich students&#8217; PLEs so that they can make the most of the resources available to facilitate their learning and develop their communication skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Graças à proliferação de novas Tecnologias da Informação e Comunicação, e a partir do acesso à Internet cada vez mais global, estão sendo promovidas mudanças significativas tanto na forma de trabalhar nas salas de aula quanto nas relações geradas entre a comunidade educativa, exigindo um maior desenvolvimento das competências comunicativas como componente-chave dos ambientes pessoais de aprendizagem (PLE). O objetivo desta pesquisa é analisar as ferramentas que os estudantes universitários da Costa Rica conhecem e usam, bem como as atividades e mecanismos que eles geram com seu uso para favorecer processos comunicativos em diferentes níveis. A partir de uma abordagem quantitativa, e sob um desenho não experimental, as informações foram coletadas de uma amostra de 421 alunos através de um questionário composto por diferentes escalas. As principais ferramentas usadas para partilhar informação são as redes sociais, o correio eletrônico e os aplicativos móveis, desconhecendo-se, amplamente, outros recursos. As principais atividades estão relacionadas ao envio de e-mails, uso do chat e do sistema de gestão de aprendizagem (LMS). A grande maioria dos estudantes (41,7%) indica que utiliza essas ferramentas para compartilhar informações e aprender com outras pessoas, embora valha a pena destacar um alto percentual (20%) que diz que não as utiliza para nenhuma das opções mencionadas. É necessário e urgente estimular e enriquecer o PLE dos alunos para que possam aproveitar ao máximo os recursos à sua disposição para facilitar o aprendizado e desenvolver suas competências comunicativas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Entorno personal de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[estudiantado universitario]]></kwd>
<kwd lng="es"><![CDATA[competencias comunicativas]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Personal learning environments]]></kwd>
<kwd lng="en"><![CDATA[information technology and communication]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[communicative competences]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[Ambiente pessoal de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da Informação e Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[competências comunicativas]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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