<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642022000300959</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i24.389</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje autónomo en el contexto de la educación virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[Autonomous learning strategies in the contexto of virtual education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem autônoma no contexto da educação virtual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdez]]></surname>
<given-names><![CDATA[Brisvani Bonifaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Arteta]]></surname>
<given-names><![CDATA[Indira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Rossel]]></surname>
<given-names><![CDATA[Myrna Cleofé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>24</numero>
<fpage>959</fpage>
<lpage>969</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000300959&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000300959&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000300959&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Fomentar el aprendizaje autónomo de los estudiantes es una tarea de los sistemas educativos a nivel mundial; sin embargo, este ha sido un aspecto descuidado por mucho tiempo, retomándose su importancia en los dos últimos años para concretar las exigencias de la educación virtual. El objetivo del estudio fue identificar las estrategias de aprendizaje autónomo que utilizaron los estudiantes universitarios en el contexto de la educación virtual. Se combinó métodos cualitativos y cuantitativos; utilizándose el cuestionario de estrategias del trabajo autónomo /CETA y la entrevista en profundidad. La muestra estuvo formada por 20 estudiantes con buen rendimiento académico. Los resultados muestran que las estrategias de conceptualización son las más utilizadas, orientándose al trabajo intelectual sobre el contenido; seguidas de las estrategias de participación, ampliación, preparación de exámenes y planificación. Se concluye que las fortalezas permitieron buscar información, elaborar organizadores y prepararse para las evaluaciones; y las debilidades fueron la falta de un horario organizador y la dificultad para trabajar en grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Promoting the autonomous learning of students is a task of educational systems worldwide; however, this has been a neglected aspect for a long time, retaking its importance in the last two years to specify the demands of virtual education. The objective of the study was to identify the autonomous learning strategies used by university students in the context of virtual education. Qualitative and quantitative methods were combined; using the self-employment strategies questionnaire /CETA and the in-depth interview. The sample consisted of 20 students with good academic performance. The results show that the conceptualization strategies are the most used, oriented to intellectual work on the content; followed by strategies for engagement, enlargement, test preparation, and planning. It is concluded that the strengths allowed to search for information, develop organizers and prepare for the evaluations; and the weaknesses were the lack of an organizing schedule and the difficulty of working in a group.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Promover a aprendizagem autônoma dos alunos é uma tarefa dos sistemas educacionais em todo o mundo; no entanto, este foi um aspecto negligenciado por muito tempo, retomando sua importância nos últimos dois anos para especificar as demandas da educação virtual. O objetivo do estudo foi identificar as estratégias de aprendizagem autônoma utilizadas por estudantes universitários no contexto da educação virtual. Métodos qualitativos e quantitativos foram combinados; utilizando o questionário de estratégias de auto-emprego /CETA e a entrevista em profundidade. A amostra foi composta por 20 alunos com bom desempenho acadêmico. Os resultados mostram que as estratégias de conceituação são as mais utilizadas, voltadas ao trabalho intelectual sobre o conteúdo; seguido por estratégias de engajamento, ampliação, preparação de testes e planejamento. Conclui-se que os pontos fortes permitiram buscar informações, desenvolver organizadores e preparar-se para as avaliações; e os pontos fracos foram a falta de um cronograma organizado e a dificuldade de trabalhar em grupo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Autonomía en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Autonomy in learning]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia na aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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