<?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>2215-454X</journal-id>
<journal-title><![CDATA[Revista Espiga]]></journal-title>
<abbrev-journal-title><![CDATA[Espiga]]></abbrev-journal-title>
<issn>2215-454X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia (UNED)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-454X2022000100197</article-id>
<article-id pub-id-type="doi">10.22458/re.v21i43.4278</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Teorías y modelos de la interacción y la comunicación para espacios educativos a distancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Theories and Models of Interaction and Communication for Distance Learning Spaces]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ulloa-Brenes]]></surname>
<given-names><![CDATA[Gilbert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>21</volume>
<numero>43</numero>
<fpage>197</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-454X2022000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-454X2022000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-454X2022000100197&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta revisión bibliográfica tuvo por objetivo analizar las características e implicaciones pedagógicas de cinco modelos y teorías de la interacción y la comunicación, formulados en las últimas décadas por diferentes autores, cuyos aportes para la educación a distancia han sido de especial interés en este ámbito educativo. Para ello se efectuó una indagación de tipo bibliográfica en diferentes bases de datos y buscadores online, que permitiera ubicar literatura especializada, pero, sobre todo, apelando a la revisión de textos escritos por autores que propusieron originalmente el modelo o teoría, con lo cual se aporta un corpus de textos que pueden servir de consulta para futuras investigaciones. Entre los principales hallazgos se destaca que cada uno de los enfoques analizados ha estado marcado por la evolución tecnológica propia de su contexto histórico; por lo tanto, como una de las principales conclusiones, se plantea que en el devenir de esas teorías se percibe una episteme arraigada a modos históricos de interacción pedagógica y a las mediaciones que marcaban esas concreciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This bibliographic review aimed to analyze the characteristics and pedagogical implications of five models and theories of interaction and communication, formulated in recent decades by different authors, whose contributions to distance education have been of special interest in this educational field. To this end, a bibliographic inquiry was carried out in different databases and online search engines, which would allow specialized literature to be located, but, above all, it would allow for the review of texts written by authors who originally proposed the model or theory, which provides a corpus of texts that can serve as a reference for future research. Among the main findings, it is worth noting that each of the approaches analyzed has been marked by the technological evolution of its historical context; therefore, as one of the main conclusions, it is proposed that in the evolution of these theories an episteme rooted in historical modes of pedagogical interaction and the mediations that marked these concretions is perceived.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette révision bibliographique a eu pour but d'analyser les caractéristiques et les répercussions pédagogiques de cinq modèles et théories de l'interaction et de la communication, conçus dans les dernières décennies par différents auteurs, dont les apports à l'enseignement à distance ont été d'un intérêt particulier dans ce domaine éducatif. Pour ce faire, on a menée une recherche bibliographique dans les diverses bases de données et moteurs de recherche en ligne, ce qui a permis de trouver de la littérature spécialisée, notamment de textes écrits par des auteurs qui ont proposé initialement le modèle ou la théorie laquelle fournit un corpus de textes qui puissent servir à des consultations dans les futures recherches. Parmi les découvertes les plus importantes, on a remarqué que chacune des approches analysées a été marquée par une évolution technologie propre de son contexte historique. Par conséquent, une des principales conclusions propose que, dans le développement de ces théories on peut percevoir un épistème ancré aux modes historiques de l'interaction pédagogique et aux médiations qui ont marqué leurs concrétisations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement à distance]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[technologie éducative]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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