<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032021000300242</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i3.46457</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las percepciones de docentes costarricenses de francés sobre la enseñanza remota de emergencia en el año 2020 en la Universidad de Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of french Costa Ricans professors on emergency remote education in 2020 at the University of Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Corrales]]></surname>
<given-names><![CDATA[Ileana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chao Chao]]></surname>
<given-names><![CDATA[Kuok-Wa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>242</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000300242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000300242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000300242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Durante el I ciclo de 2020 las personas docentes de la Universidad de Costa Rica adaptaron, en pocos días, sus cursos presenciales a la modalidad virtual en un contexto de emergencia sanitaria. Tomando en cuenta este contexto, se propuso una investigación cualitativa de tipo exploratorio en la que se solicitó a un grupo de personas docentes de francés (N=19) responder a un cuestionario en línea en el mes de julio de 2020. El objetivo que motivó esta investigación, fue analizar las percepciones de las personas docentes sobre la virtualidad (ventajas y dificultades). Las percepciones encontradas pertenecen en primer lugar al nivel socioafectivo, seguidas por percepciones sobre aspectos pedagógicos, logísticos y tecnológicos. En cuanto a las ventajas, todas se centran en el estudiantado y sobre todo en el desarrollo de su autonomía y la autogestión del aprendizaje. Las personas docentes apuestan por un modelo de enseñanza en el que haya cursos presenciales, híbridos (presencialidad - cursos en línea) y cursos virtuales en lugar de una virtualidad total de los cursos de francés. Se concluyó que esta modalidad de enseñanza impuesta al inicio de la pandemia conlleva grandes cambios de los modelos actuales e implica una mayor capacitación del personal docente para adaptarse y adaptar sus cursos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract During the first cycle of 2020, the professors of the University of Costa Rica adapted, in a few days, their face-to-face courses to the virtual modality in a context of health emergency. Taking this context into account, qualitative exploratory research was proposed requesting a group of French professors (N=19) to respond to an online questionnaire in July 2020. The objective that motivated this research was to analyze teachers' perceptions of virtuality (advantages and difficulties). The perceptions found belong first of all to the socio-affective level, followed by perceptions of pedagogical, logistical and technological difficulties. As for the advantages, they all focus on studying and above all on the development of their autonomy and self-management of learning. Teachers opt for a teaching model in which there are face-to-face courses, hybrids (presence - online courses) and virtual courses instead of a total virtuality of French courses. It is concluded that this type of teaching imposed at the beginning of the pandemic entails major changes in current models and involves greater training of teaching staff to adapt and adapt their courses.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[francés]]></kwd>
<kwd lng="es"><![CDATA[enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[french]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
</kwd-group>
</article-meta>
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