<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442020000200526</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v44i2.40743</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La investigación universitaria sobre el blended learning en Perú: campos de conocimiento y tendencias metodológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[University Research on Blended Learning in Peru: Fields of Knowledge and Methodological Trends]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Turpo-Gebera]]></surname>
<given-names><![CDATA[Osbaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzales-Miñán]]></surname>
<given-names><![CDATA[Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Peñalvo]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pari-Tito]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Martin  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de San Martin de Porres  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de San Agustín  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</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>44</volume>
<numero>2</numero>
<fpage>526</fpage>
<lpage>540</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442020000200526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442020000200526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442020000200526&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje semipresencial (blended learning), como modalidad normalizada, presupone nuevas vinculaciones con los espacios y sujetos educativos, tornándose en objeto de investigación y conocimiento. El presente estudio recupera del Registro Nacional de Trabajos de Investigación (RENATI) 45 informes de tesis de pregrado y posgrado sustentados en las universidades peruanas. Con los informes se establecieron los campos de conocimiento y orientaciones metodológicas predominantes. Los resultados revelan una mayor concentración investigativa de estudios a nivel de postgrado, una creciente evolución productiva en el último quinquenio, así como intereses de desarrollo compartidos entre universidades públicas y privadas. Un aspecto significativo de su producción científica está determinado por la centralidad del conocimiento, más a nivel de las universidades de la capital que de provincias. También se evidencia la priorización de ciertos dominios investigativos, sobre todo, de lo cognitivo sobre lo procedimental y actitudinal, de lo individual sobre lo colectivo, y de los contenidos disciplinares sobre los transversales. A nivel de los diseños metodológicos, los estudios analizados revelan preferencias, de diseños experimentales y correlacionales sobre los descriptivos, así como la recurrencia a una variedad de sujetos de estudio, no solo de estudiantes, sino, también, de directivos y docentes. Resalta, asimismo, el predominio de los cuestionarios basados en la escala de Likert para la recolección de la información, y, básicamente, elaborado por los autores y autoras; así como un énfasis en pruebas paramétricas para la comprobación de las hipótesis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Blended learning, which has become a normalized mode of teaching, entails new links with educational surroundings and subjects, becoming, in itself, a topic of research and knowledge. This study looks at forty-five undergraduate and graduate student thesis abstracts by students who graduated from universities in Peru and which are archived at the Peruvian Registry for Research Papers (RENAT). Results purport to more thesis executed at the graduate level, particularly in the past five years. There is also evidence of shared research interests between public and private universities. Research on the scientific attributes of BL and the focus on knowledge is more prevalent at universities in Lima, the capital, rather than in provincial areas. In addition, certain research areas were prioritized, such as cognitive studies over procedural and attitudinal; the individual versus the collective whole and disciplinary subject versus cross-cutting. The methodology design, the analyzed theses reveal a penchant towards experimental and correlational designs for descriptive studies on a broad variety of study subjects. This was prevalent not only for students but for school administrators and teachers with a predominance of Likert scale &#8211; based questionnaires for data collection prepared by the authors themselves with an emphasis on parametric tests for hypothesis testing.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Blended Learning]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje semipresencial]]></kwd>
<kwd lng="es"><![CDATA[Tendencias metodológicas]]></kwd>
<kwd lng="es"><![CDATA[Campos de conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Tesis universitarias]]></kwd>
<kwd lng="en"><![CDATA[Blended Learning]]></kwd>
<kwd lng="en"><![CDATA[Methodological Trends]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Fields]]></kwd>
<kwd lng="en"><![CDATA[University Thesis Reports]]></kwd>
</kwd-group>
</article-meta>
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