<?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>S2616-79642022000502117</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i26.478</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje cooperativo y significativo en el contexto de la educación virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[Cooperative and meaningful learning in the context of virtual education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem cooperativa e significativa no contexto da educação virtual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alamo]]></surname>
<given-names><![CDATA[Sprenger Samuel Bustillos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Esther Ruth Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar]]></surname>
<given-names><![CDATA[Massiel Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia]]></surname>
<given-names><![CDATA[Fortunato Edmundo Carpio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condori]]></surname>
<given-names><![CDATA[Felipe Supo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Agustín  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<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>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>26</numero>
<fpage>2117</fpage>
<lpage>2130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000502117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000502117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000502117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La pandemia de la COVID-19 ha generado múltiples impactos a nivel educativo, entre los que destaca la necesidad de migrar a una modalidad de enseñanza virtual; sin embargo, las metodologías de enseñanza no han sido adaptadas con la misma facilidad, como es el caso del aprendizaje significativo y el aprendizaje cooperativo. Por tanto, el objetivo de este estudio es comprobar la existencia de una relación entre el aprendizaje cooperativo y sus dimensiones con el aprendizaje significativo en estudiantes. Respecto a la metodología, la investigación sigue un enfoque cuantitativo de tipo básico, una metodología hipotética y deductiva, con diseño no experimental, de corte transversal y nivel correlacional. Asimismo, se utilizó muestra probabilística de 132 alumnos y se emplearon 2 cuestionarios como instrumentos, los cuales fueron validados mediante un juicio de expertos, del mismo se determinó su confiabilidad a través del cálculo del Alfa de Cronbach, luego se analizaron los datos con el software estadístico SPSS 21.0 y Microsoft Excel. Los resultados determinaron que existe una relación positiva y significativa entre el aprendizaje cooperativo y el aprendizaje significativo en los alumnos de la modalidad de enseñanza virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The COVID-19 pandemic has generated multiple impacts at the educational level, among which the need to migrate to a virtual teaching modality stands out; however, teaching methodologies have not been adapted with the same ease, as is the case with meaningful learning and cooperative learning. Therefore, the objective of this study is to verify the existence of a relationship between cooperative learning and its dimensions with meaningful learning in students. Regarding the methodology, the research follows a basic quantitative approach, a hypothetical and deductive methodology, with a non-experimental design, cross-sectional and correlational level. Likewise, a probabilistic sample of 132 students was used and 2 questionnaires were used as instruments, which were validated by expert judgment, their reliability was determined through the calculation of Cronbach's Alpha, then the data were analyzed with the software statistical SPSS 21.0 and Microsoft Excel. The results determined that there is a positive and significant relationship between cooperative learning and meaningful learning in students of the virtual teaching modality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pandemia do COVID-19 gerou múltiplos impactos ao nível educacional, entre os quais se destaca a necessidade de migrar para uma modalidade de ensino virtual; no entanto, as metodologias de ensino não têm sido adaptadas com a mesma facilidade, como é o caso da aprendizagem significativa e da aprendizagem cooperativa. Portanto, o objetivo deste estudo é verificar a existência de uma relação entre a aprendizagem cooperativa e suas dimensões com a aprendizagem significativa em alunos. Quanto à metodologia, a pesquisa segue uma abordagem quantitativa básica, uma metodologia hipotética e dedutiva, com delineamento não experimental, de corte transversal e de nível correlacional. Da mesma forma, foi utilizada uma amostra probabilística de 132 alunos e utilizados como instrumentos 2 questionários, que foram validados por julgamento de especialistas, sua confiabilidade foi determinada através do cálculo do Alfa de Cronbach, em seguida os dados foram analisados com o software estatístico SPSS 21.0 e Microsoft Excel. Os resultados determinaram que existe uma relação positiva e significativa entre aprendizagem cooperativa e aprendizagem significativa em alunos da modalidade de ensino virtual.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Interdependencia positiva]]></kwd>
<kwd lng="es"><![CDATA[Responsabilidad individual]]></kwd>
<kwd lng="es"><![CDATA[Procesamiento de grupo]]></kwd>
<kwd lng="es"><![CDATA[Interacción promotora]]></kwd>
<kwd lng="en"><![CDATA[Positive interdependence]]></kwd>
<kwd lng="en"><![CDATA[Individual responsibility]]></kwd>
<kwd lng="en"><![CDATA[Group processing]]></kwd>
<kwd lng="en"><![CDATA[Promotive interaction]]></kwd>
<kwd lng="pt"><![CDATA[Interdependência positiva]]></kwd>
<kwd lng="pt"><![CDATA[Responsabilidade individual]]></kwd>
<kwd lng="pt"><![CDATA[Processamento em grupo]]></kwd>
<kwd lng="pt"><![CDATA[Interação promotora]]></kwd>
</kwd-group>
</article-meta>
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