<?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>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382024000200209</article-id>
<article-id pub-id-type="doi">10.30545/academo.2024.may-ago.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluando el impacto de la enseñanza online de Cálculo usando el Método del Caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact evaluation of teaching Calculus online using the Case Method]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrera Arcaya]]></surname>
<given-names><![CDATA[Franco Aldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz Bezerra]]></surname>
<given-names><![CDATA[Tércia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional Iberoamericana de México (UNINI) Programa de Doctorado ]]></institution>
<addr-line><![CDATA[México D.F. ]]></addr-line>
<country>Mexico</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>209</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382024000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Producto de la pandemia de COVID 19 se implementaron un conjunto de modificaciones en la forma cómo se enseñaba. Las instituciones de educación superior en Chile no estuvieron ajenas a ese fenómeno, y a este escenario se sumó un conjunto de tendencias que ya venían planteando la necesidad de revisar la didáctica, en cuánto al qué y al cómo se enseña. Diferentes iniciativas llevaron al desarrollo e implementación de estrategias didácticas que buscaron resolver los desafíos que enfrentaba el sistema educativo. Aun cuando han surgido innumerables artículos referidos a la implementación de estas innovaciones didácticas, la evidencia respecto del impacto de sus adaptaciones permanece escasa. El objetivo de la presente investigación es evaluar el impacto del uso del Método del Caso en el rendimiento académico de los estudiantes de los estudiantes de la asignatura de cálculo de la carrera Ingeniería en Administración de Empresas de una institución de educación superior chilena en un contexto online mediante un modelo de diferencias en diferencias usando grupos de control generados con la técnica de Propensity Score Matching. Los resultados muestran un efecto positivo y estadísticamente significativo en las calificaciones de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT As a result of the COVID 19 pandemic, a set of modifications were implemented in the way it was taught. Higher education institutions in Chile were not immune to this phenomenon, and to this scenario was added a set of trends that had already been raising the need to review didactics, in terms of what and how it is taught. Different initiatives led to the development and implementation of didactic strategies that sought to solve the challenges faced by the educational system. Even though innumerable articles referring to the implementation of these didactic innovations have appeared, the evidence regarding the impact of their adaptations remains scarce. The objective of this research is to evaluate the impact of the use of the Case Method on the academic performance of the students of the calculus subject of the Business Administration Engineering degree at a Chilean higher education institution in an online context. through a difference-in-differences model using control groups generated with the Propensity Score Matching technique. The results show a positive and statistically significant effect on student grades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategia didáctica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza virtual]]></kwd>
<kwd lng="es"><![CDATA[toma de decisiones]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de administración]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de cálculo]]></kwd>
<kwd lng="es"><![CDATA[método del caso]]></kwd>
<kwd lng="es"><![CDATA[evaluación de impacto]]></kwd>
<kwd lng="en"><![CDATA[Didactic strategy]]></kwd>
<kwd lng="en"><![CDATA[online teaching]]></kwd>
<kwd lng="en"><![CDATA[decision-making]]></kwd>
<kwd lng="en"><![CDATA[management education]]></kwd>
<kwd lng="en"><![CDATA[calculus teaching]]></kwd>
<kwd lng="en"><![CDATA[case method]]></kwd>
<kwd lng="en"><![CDATA[impact evaluation]]></kwd>
</kwd-group>
</article-meta>
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