<?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>2617-4731</journal-id>
<journal-title><![CDATA[Revista de la Sociedad Científica del Paraguay]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Soc. cient. Parag.]]></abbrev-journal-title>
<issn>2617-4731</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Científica del Paraguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2617-47312024000100043</article-id>
<article-id pub-id-type="doi">10.32480/rscp.2024.29.1.43</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Se aprende mejor en la modalidad virtual o en la modalidad presencial? Percepciones de estudiantes de una universidad pública peruana]]></article-title>
<article-title xml:lang="en"><![CDATA[Is it better to learn in the virtual or in-person mode? Perceptions of students at a public university in Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sucari]]></surname>
<given-names><![CDATA[Wilson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hancco]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa-Gutierrez]]></surname>
<given-names><![CDATA[Fredy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duran-Chambilla]]></surname>
<given-names><![CDATA[Sarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes-Aliaga]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú Universidad Hipócrates. Unidad de Posdoctorado en Metodología de Investigación y Producción Científica ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>01</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>01</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>43</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2617-47312024000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2617-47312024000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2617-47312024000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo fue determinar las diferencias sobre las percepciones del aprendizaje en la modalidad virtual y presencial experimentadas durante y después de la pandemia por COVID-19 en un grupo de profesores en formación de la Universidad Nacional del Altiplano (Puno - Perú). El método empleado fue el hipotético deductivo, de tipo descriptivo, de diseño comparativo intrínseco y su forma de obtención de datos fue la transversal. La muestra estuvo conformada por 116 estudiantes del quinto al décimo ciclo correspondientes al periodo académico de 2022-II. Se empleó un instrumento validado con una consistencia interna de 0.978 en el alfa de Cronbach. El procesamiento de datos se realizó mediante pruebas de estadística descriptiva y pruebas t de Student para determinar si existen diferencias significativas. Los resultados indican la presencia de diferencias significativas en la percepción del aprendizaje entre las modalidades virtual y presencial, con una puntuación media de 3.20 y 2.88, respectivamente, en una escala del 1 al 4. En conclusión, estos hallazgos sugieren que, al menos durante el periodo académico de 2022-II en esta institución, los estudiantes experimentaron un aprendizaje más efectivo y satisfactorio en la modalidad presencial. Esto podría deberse a una serie de factores, como la interacción directa con profesores y compañeros, la accesibilidad a recursos físicos en el campus universitario y una mayor estructura en las clases presenciales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this study was to determine the differences in perceptions of learning in virtual and in-person modalities experienced during and after the COVID-19 pandemic in a group of pre-service teachers at the National University of the Altiplano (Puno - Peru). The method used was the hypothetical-deductive approach, of a descriptive nature, with an intrinsic comparative design, and data collection was conducted cross-sectionally. The sample consisted of 116 students from the fifth to the tenth semester during the academic period of 2022-II. A validated instrument with an internal consistency of 0.978 on the Cronbach's alpha was employed. Data processing was carried out using descriptive statistics and Student's t-tests to determine significant differences. The results reveal the presence of significant differences in the perception of learning between virtual and in-person modalities, with an average score of 3.20 and 2.88, respectively, on a scale of 1 to 4. In conclusion, these findings imply that, at least during the academic period of 2022-II at this institution, students experienced more effective and satisfying learning in the in-person modality. This could be attributed to several factors, such as direct interaction with teachers and peers, access to physical resources on the university campus, and greater structure in in-person classes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje presencial]]></kwd>
<kwd lng="es"><![CDATA[covid-19]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
<kwd lng="en"><![CDATA[in-person learning]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Educación superior virtual en Colombia: factores asociados al abandono]]></article-title>
<source><![CDATA[Educ XX1]]></source>
<year>2022</year>
<numero>25</numero>
<issue>25</issue>
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<article-title xml:lang=""><![CDATA[Educación, ¿la mejor herencia o el mejor negocio?]]></article-title>
<source><![CDATA[Rev Peru Investig Educ]]></source>
<year>2021</year>
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