<?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>S1409-47032022000200165</article-id>
<article-id pub-id-type="doi">10.15517/aie.v22i2.48716</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Continuidad del proceso formativo en Pandemia. Experiencia estudiantil en la Universidad de Los Lagos, Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuity of the formative process during pandemic times. Student experience at Los Lagos University, Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemarie Oyarzún]]></surname>
<given-names><![CDATA[Fernando Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Venegas]]></surname>
<given-names><![CDATA[Luz Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero González]]></surname>
<given-names><![CDATA[María Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haase Thiers]]></surname>
<given-names><![CDATA[Mathias Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela Henríquez]]></surname>
<given-names><![CDATA[Felipe Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>165</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032022000200165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032022000200165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032022000200165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las opiniones de estudiantes de la Universidad de Los Lagos, Osorno, Chile, sobre las acciones aplicadas para asegurar la continuidad del proceso formativo durante el año académico 2020, en las dimensiones despliegue tecnológico y experiencia de enseñanza-aprendizaje. Lo anterior, como respuesta a la pandemia, que obligó a las Instituciones de Educación Superior a tomar decisiones emergentes y así obtener una retroalimentación que apoye la implementación de mejoras y la creación de programas permanentes para mantener una formación académica de calidad. La metodología de investigación aplicada fue mixta. Para el componente cuantitativo, se recolectaron datos, mediante la aplicación de un cuestionario en línea a 1.492 estudiantes. Para el componente cualitativo, se realizaron entrevistas semiestructuradas y grupos focales a 25 informantes claves. Los resultados evidenciaron acciones oportunas y dinámicas que permitieron la pronta disponibilidad de la plataforma Moodle, ULAGOS Virtual, para la continuidad del proceso de enseñanza-aprendizaje. Asimismo, reflejaron el despliegue regional para la entrega de dispositivos móviles y kits de conexión a Internet que posibilitaron la conectividad y continuidad de los estudios en línea. De igual forma dejaron a la vista brechas en el acceso a las tecnologías, desafíos relacionados con el estrés del contexto y desigualdades sociales y económicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the opinions of students of the Universidad de Los Lagos, Osorno, Chile, on the actions implemented to ensure the continuity of the formative process during the academic year 2020, in the dimensions of technological deployment and teaching-learning experience. The above, as a response to the pandemic, which forced the Higher Education Institutions to make emerging decisions and thus obtain feedback to support the implementation of improvements and the creation of permanent programs to maintain quality academic training. The research methodology applied was mixed. For the quantitative component, data were collected through the application of an online questionnaire to 1,492 students. For the qualitative component, semi-structured interviews and focus groups were conducted with 25 key informants. The results showed timely and dynamic actions that allowed the prompt availability of the Moodle platform, ULAGOS Virtual, for the continuity of the teaching-learning process. They also reflected the regional deployment for the delivery of mobile devices and Internet connection kits that enabled the connectivity and continuity of online studies. They also revealed gaps in access to technologies, challenges related to the stress of the context and social and economic inequalities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Modelo educativo]]></kwd>
<kwd lng="es"><![CDATA[Acceso a la educación]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Educational model]]></kwd>
<kwd lng="en"><![CDATA[Access to education]]></kwd>
</kwd-group>
</article-meta>
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