<?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>2631-2786</journal-id>
<journal-title><![CDATA[Revista Científica UISRAEL]]></journal-title>
<abbrev-journal-title><![CDATA[RCUISRAEL]]></abbrev-journal-title>
<issn>2631-2786</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica Israel ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2631-27862024000200031</article-id>
<article-id pub-id-type="doi">10.35290/rcui.v11n2.2024.1141</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Observación de experiencias educativas en Institutos Tecnológicos: un caso de estudio]]></article-title>
<article-title xml:lang="en"><![CDATA[Observation of Educational Experiences in Technological Institutes: A Case Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Angulo Alvarez]]></surname>
<given-names><![CDATA[Mishell Romina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Vasco]]></surname>
<given-names><![CDATA[Flavio Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Fuerzas Armadas ESPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Superior Universitario Sucre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>31</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2631-27862024000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2631-27862024000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2631-27862024000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  El presente artículo analizó las teorías de aprendizaje prevalentes en las asignaturas de inglés y liderazgo en instituciones de educación tecnológica de la ciudad de Quito, durante el período enero-mayo 2023 a través de la técnica de observación no participante. La metodología cualitativa en la que se apoyó este artículo fue la propuesta de Tranfield y Denyer que hace alusión a la revisión bibliográfica para poder sustentar las diversas teorías de aprendizaje existentes. La información obtenida fue analizada y contrastada desarrollando cuadros de comparación entre teorías de aprendizaje aplicadas en el aula; las mismas que influyen significativamente en el aprendizaje en los estudiantes de educación superior. Una vez observadas las clases y aplicadas las rúbricas, los resultados obtenidos fueron que las teorías más aplicadas han sido la constructivista, cognitivista y conectivista. Esto respondió a los temas abordados y a las actividades desarrolladas por parte de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article examines the prevalent learning theories in English and Leadership subjects in Higher Education Institutions in Quito, from January to May 2023, through the non-participant observation technique. The qualitative methodology applied is based on the approach proposed by Tranfield and Denyer, which involves a literature review to support through the different existing learning theories. The gathered information was analyzed and compared by creating tables of comparison between the learning theories applied in the classroom, which significantly influence in the learning of higher education students. The results, obtained after observing the classes and applying rubrics, showed that the most frequently applied theories were constructivism, cognitivism, and connectivism. This choice was influenced by the topics covered and the activities carried out by the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[teorías de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[observación no participante]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[inglés.]]></kwd>
<kwd lng="en"><![CDATA[learning theories]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[non-participant observation]]></kwd>
<kwd lng="en"><![CDATA[Leadership]]></kwd>
<kwd lng="en"><![CDATA[English.]]></kwd>
</kwd-group>
</article-meta>
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