<?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>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222023000100071</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.19.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DE LA MIGRACIÓN DE CONTENIDOS EDUCACIONALES PRESENCIALES A VIRTUALES]]></article-title>
<article-title xml:lang="en"><![CDATA[MIGRATION FROM FACE-TO-FACE TO VIRTUAL CLASSES EVALUATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berg]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weingärtner]]></surname>
<given-names><![CDATA[Ingrid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribas]]></surname>
<given-names><![CDATA[Vânia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica Particular de Loja - UTPL  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<numero>19</numero>
<fpage>71</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222023000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222023000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222023000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aprendizaje digital se incorpora a los espacios educativos mediante elementos constitutivos como las tecnologías, las metodologías activas, las estrategias educativas y la formación de profesores. La pandemia ocasionada por el Covid-19 forzó a las instituciones de enseñanza superior a adaptarse a una realidad de distanciamiento social y con esto, cada componente ganó proyección en dicho contexto. El presente estudio evaluó la migración y adaptación de los contenidos educacionales en el proceso de transición de enseñanza-aprendizaje presencial a virtual. Este artículo analiza el punto de vista mediático del proceso. Para tal fin, se realizó un estudio cualitativo con diseño metodológico de tipo narrativo, a partir de la aplicación de la evaluación en tres asignaturas de un programa de pos-graduación. Se determinó un indicador ideal para la adaptación de contenidos a partir de la Pirámide de Glasser. El objetivo fue comprobar qué tan cerca está cada asignatura de un modelo ideal de enseñanza-aprendizaje a distancia. Como resultado relevante se evidenció que la adaptación de los contenidos educativos al entorno virtual, tradicionalmente ofrecidos de manera presencial, fue efectiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Digital learning is incorporated into educational spaces through constitutive elements such as technologies, active methodologies, educational strategies, and teacher training. The pandemic caused by Covid-19 forced higher education institutions to adapt to a new reality of social distancing, and with this, each component gained projection in that context. This study evaluated the migration and adaptation of educational content in the transition process from face-to-face to virtual learning. This article analyzes the media's point of view of the process. For this purpose, a qualitative study with a narrative-type methodological design was carried out based on the application of the evaluation in three subjects of graduate program. An ideal indicator for content adaptation was determined from the Glasser Pyramid. The objective was to check how close each subject is to an ideal distance learning model. As a relevant result, it was evidenced that the adaptation of educational content to the virtual environment, traditionally offered in person, was adequate.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[Moodle]]></kwd>
<kwd lng="es"><![CDATA[Pirámide de Glasser]]></kwd>
<kwd lng="en"><![CDATA[Virtual learning]]></kwd>
<kwd lng="en"><![CDATA[Moodle]]></kwd>
<kwd lng="en"><![CDATA[Glasser&#8217;s piramyd]]></kwd>
</kwd-group>
</article-meta>
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