<?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>S2215-26442024000200574</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v48i2.58564</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia una educación omnicanal: caso de estudio en alumnado de la Licenciatura en Mercadotecnia del centro de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards an omnichannel education: a case study of undergraduate marketing students in central México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Leefmans]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nava Rogel]]></surname>
<given-names><![CDATA[Rosa María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[Toluca ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[Toluca ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>2</numero>
<fpage>574</fpage>
<lpage>590</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442024000200574&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442024000200574&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442024000200574&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde el inicio de la pandemia por COVID-19, los canales de comunicación con mediación tecnológica han evolucionado con mayor intensidad, sobre todo en la educación. Considerando la gran cantidad de canales que utiliza el alumnado universitario en el proceso enseñanza aprendizaje, y aceptando que éste tiene diversos canales cognitivos, se requiere ser eficientes. Este trabajo tuvo el objetivo de evaluar la omnicanalidad como recurso para lograr un aprendizaje efectivo en el estudiantado de nivel superior. Se partió de una serie de actividades que utilizan diversos canales de comunicación de manera integral, como parte de una investigación exploratoria-descriptiva realizada con 56 estudiantes universitarios de la licenciatura en Mercadotecnia. Durante un semestre escolar se desarrollaron actividades con un formato omnicanal y al final del curso se realizó una encuesta para evaluar la metodología aplicada. Se propone el uso de la omnicanalidad en el aula como una estrategia innovadora y efectiva para la educación. Integrando las actividades de aprendizaje, considerando medios digitales y presenciales a través de un caso de estudio que permite identificar y aprovechar las ventajas que ofrece cada canal. Entre los hallazgos más importantes, se corrobora que el uso de la omnicanalidad educativa se percibe con resultados positivos para el aprendizaje y es aceptado favorablemente por el estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Since the onset of the COVID-19 pandemic, technologically mediated communication channels have evolved significantly, particularly in education. Given the large number of channels used in the teaching-learning process by university students, and acknowledging their diverse cognitive chan- nels, efficiency is essential. This study aims to evaluate omnichanneling as a resource for achieving effective learning in higher education students. The study began with a series of integrated activities utilizing various communication channels, as part of an exploratory-descriptive research conducted with 56 university marketing students. Over the course of one semester, activities were developed using an omnichannel format, and a survey was conducted at the end of the course to evaluate the applied methodology. The use of omnichanneling in the classroom is proposed as an innovative and effective educational strategy, integrating learning activities that consider both digital and face-to-fa- ce media through a case study that identifies and leverages the advantages offered by each channel. Among the most significant findings, the use of educational omnichanneling is perceived as yielding positive learning outcomes and is favorably accepted by students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación omnicanal]]></kwd>
<kwd lng="es"><![CDATA[Omnicanalidad en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías para la educación]]></kwd>
<kwd lng="en"><![CDATA[Omnichannel Education]]></kwd>
<kwd lng="en"><![CDATA[Omnichannel Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational Technologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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