<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982024000202030</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.12155772</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[AMBIENTE VIRTUAL Y PEDAGOGÍAS EMERGENTES: APROXIMACIÓN Y ESTRATEGIAS DE EVALUACIÓN FORMATIVA EN LA ERA DIGITAL]]></article-title>
<article-title xml:lang="en"><![CDATA[VIRTUAL ENVIRONMENT AND EMERGING PEDAGOGIES: APPROACH AND STRATEGIES FOR FORMATIVE ASSESSMENT IN THE DIGITAL ERA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Hernández]]></surname>
<given-names><![CDATA[Zoila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Alva]]></surname>
<given-names><![CDATA[Cecilia Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chura Yupanqui]]></surname>
<given-names><![CDATA[Edy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Humpiri Núñez]]></surname>
<given-names><![CDATA[Jimy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Andina Néstor Cáceres Velásquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982024000202030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982024000202030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982024000202030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tuvo como objetivo analizar la información revisada en relación al manejo de entornos virtuales y cómo estos sirven de soporte para mejorar el aprendizaje dentro de la evaluación formativa en estudiantes de nivel superior. La investigación fue cualitativa, con un enfoque interpretativo, diseño documental y como método, el bibliográfico. Se realizó una revisión documental sobre la evaluación formativa de fuentes originales provenientes de las bases de datos de revistas indizadas: Scopus (ScienceDirect), Scielo, Redalyc, y Web of Science. En el proceso de investigación se hizo una exploración a 163 artículos publicados entre 2019 - 2022, los cuales fueron seleccionados, con base en una técnica de &#64257;ltrado, con criterios de inclusión y exclusión. Se elaboró un proceso de cribado de la literatura de 58 artículos, que fueron seleccionados, por su relación con el objeto de estudio. Se concluye que los entornos virtuales, se han convertido en aliados estratégicos para desarrollar la evaluación formativa, sustentada en la virtualidad, con uso de metodologías activas para el logro de un aprendizaje innovador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article was to interpret the relevance of virtual environments for the development of formative assessment in higher education students. The research was qualitative, with an interpretative approach, documentary design and bibliographic method. A documentary review was carried out on formative assessment of original sources from the databases of indexed journals: Scopus (ScienceDirect), Scielo, Redalyc, and Web of Science. In the research process, an exploration was made to 163 articles published between 2019 - 2022, which were selected, based on a &#64257;ltered technique, with inclusion and exclusion criteria. A literature screening process was elaborated for 58 articles, which were selected, based on their relationship with the object of study. It is concluded that virtual environments have become strategic allies to develop formative assessment, based on virtuality, with the use of active methodologies for the achievement of innovative learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambiente virtual]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[pedagogías emergentes]]></kwd>
<kwd lng="es"><![CDATA[era digital]]></kwd>
<kwd lng="en"><![CDATA[Virtual environment]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[emerging pedagogy]]></kwd>
<kwd lng="en"><![CDATA[digital age]]></kwd>
</kwd-group>
</article-meta>
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