<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300123</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14213469</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje en línea y satisfacción académica en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Online Learning and Academic Satisfaction in College Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilca Perales]]></surname>
<given-names><![CDATA[Esther Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villamares Hernández]]></surname>
<given-names><![CDATA[Ericka Janet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canchari Vásquez]]></surname>
<given-names><![CDATA[Uldarico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huillca Huamani]]></surname>
<given-names><![CDATA[Walter Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Flores]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suarez Saco]]></surname>
<given-names><![CDATA[Cielo Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La transición de un modelo educativo presencial a uno virtual ha planteado nuevos desafíos, como el uso de recursos tecnológicos, la efectividad de la mentoría académica y la adaptación de las estrategias didácticas. El objetivo de esta investigación fue identificar los factores que inciden en la satisfacción académica de los estudiantes de la carrera de Administración de la Universidad Nacional San Luis Gonzaga en el contexto del aprendizaje asincrónico post-pandemia. Se realizó un estudio cuantitativo con enfoque correlacional y una muestra de 618 estudiantes, quienes respondieron un cuestionario de 23 preguntas diseñado para evaluar los aspectos clave del aprendizaje en línea y su impacto en la satisfacción académica. Los resultados revelaron una correlación significativa entre el aprendizaje en línea y la satisfacción académica, lo que valida los objetivos planteados. Se observó que la calidad de la plataforma virtual, el diseño de los recursos de aprendizaje y la interacción con el docente son factores críticos que influyen en la percepción de satisfacción de los estudiantes. Estos hallazgos ofrecen un marco para mejorar la implementación de programas educativos en línea y destacan la necesidad de estrategias adaptativas que respondan a las nuevas demandas educativas en el contexto post-pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The transition from a face-to-face to a virtual educational model has posed new challenges, such as the use of technological resources, the effectiveness of academic mentoring and the adaptation of didactic strategies. The objective of this research was to identify the factors that influence the academic satisfaction of students in the Administration program at Universidad Nacional San Luis Gonzaga in the context of post-pandemic asynchronous learning. A quantitative study was conducted with a correlational approach and a sample of 618 students, who responded to a 23-question questionnaire designed to assess the key aspects of online learning and its impact on academic satisfaction. The results revealed a significant correlation between online learning and academic satisfaction, which validates the stated objectives. It was observed that the quality of the virtual platform, the design of learning resources and interaction with the teacher are critical factors that influence students' perception of satisfaction. These findings provide a framework for improving the implementation of online educational programs and highlight the need for adaptive strategies that respond to the new educational demands in the post-pandemic context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[satisfacción académica]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[acompañamiento virtual]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[academic satisfaction]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[virtual tutoring]]></kwd>
<kwd lng="en"><![CDATA[virtual accompaniment]]></kwd>
</kwd-group>
</article-meta>
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