<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042022000100023</article-id>
<article-id pub-id-type="doi">10.18861/cied.2022.13.1.3181</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo para la progresión académica de estudiantes online en Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Model to support the academic progression of online students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelo de progressão acadêmica de alunos online no Ensino Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Alonso]]></surname>
<given-names><![CDATA[Rosa Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anzola Vera]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Profesional IACC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Profesional IACC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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>13</volume>
<numero>1</numero>
<fpage>23</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042022000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042022000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042022000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La oferta formativa de programas online ha aumentado, siendo una oportunidad para quienes requieren compatibilizar el estudio con otras actividades. Las tasas de retención en este tipo de formación son bajas. Múltiples factores explican la deserción de estudiantes adultos en programas online. El diseño es mixto, del tipo explicativo secuencial. La fase cuantitativa permitió identificar diferencias significativas entre grupos para las variables en estudio, a partir de una muestra de 9.405 estudiantes. La fase cualitativa contempló la aplicación de entrevistas. Se pudo constatar que el acompañamiento del tutor, la aprobación de los cursos de habilidades básicas, la participación de los estudiantes en actividades de inducción y contar con la atención de la unidad de apoyo socioafectivo, influyen directamente en la deserción de los estudiantes, en su participación en la plataforma online y en el promedio de calificaciones. Los estudiantes valoran la comunicación efectiva con docentes y tutores. Se debe generar una red de contención para apoyar el proceso de continuidad de estudios con diversas acciones, también, la influencia de cada programa es distinta en relación con las necesidades que presenta cada alumno, mostrando la importancia de que las instituciones desplieguen una diversidad de apoyos, los que serán utilizados por los estudiantes en la medida de sus necesidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: During the last years there has been a progressive increase in the training offer of online programs, being an opportunity for those who need to reconcile the study with other activities. Retention rates in this type of training are low. There are multiple factors that have been identified as part of the problem of continuity in studies for adult students in online programs. Methodology: The method design is mixed of the sequential explanatory type. The quantitative phase is an ex post facto study of the causal comparative type that allowed to identify significant differences between groups for the variables under study, from a sample of 9,405 first-year students. The qualitative phase included the application of interviews. Results: It was found that the tutor's orientation, the approval of the basic skills courses, the participation of the students in induction activities and having the attention of the socio-affective support unit, directly influence in academic persistence of the students, in their participation in the online platform and in the grade point average. The students value effective communication with teachers and tutors. Discussion: It is from the diversity of actions undertaken that a containment network is generated to support the process of continuity of studies. It is not possible to attribute success to a single action separately, and we deduce from in-depth interviews that, also, the influence of each program is different in relation to the needs presented by each student, showing the importance of institutions deploying a diversity of supports, which will be used by students to the extent of their needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A oferta formativa de programas online tem aumentado, sendo uma oportunidade para quem precisa conciliar o estudo com outras atividades. As taxas de retenção neste tipo de formação são baixas. Vários fatores explicam a evasão de alunos adultos nos programas online. O desenho é misto do tipo explicativo sequencial. A fase quantitativa permitiu a identificação de diferenças significativas entre os grupos para as variáveis &#8203;&#8203;em estudo, a partir de uma amostra de 9.405 alunos. A fase qualitativa incluiu a aplicação de entrevistas. Constatou-se que o acompanhamento do tutor, a aprovação dos cursos de habilidades básicas, a participação dos alunos nas atividades de indução e o atendimento da unidade de apoio socioafetivo influenciam diretamente na deserção dos alunos, na sua participação na plataforma online e na média das notas. Os alunos valorizam a comunicação eficaz com professores e tutores. Deve ser gerada uma rede de contenção para apoiar o processo de continuidade dos estudos com diversas ações, também, a influência de cada curso é diferente em relação às necessidades apresentadas por cada aluno, mostrando a importância de que as instituições implementem uma diversidade de apoios que serão utilizados pelos alunos de acordo com as suas necessidades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje electrónico]]></kwd>
<kwd lng="es"><![CDATA[programa de grado en línea]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[deserción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[persistencia académica]]></kwd>
<kwd lng="es"><![CDATA[ayuda educativa]]></kwd>
<kwd lng="es"><![CDATA[estudiantes adultos]]></kwd>
<kwd lng="en"><![CDATA[electronic learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[adult dropout]]></kwd>
<kwd lng="en"><![CDATA[academic persistence]]></kwd>
<kwd lng="en"><![CDATA[adult learners]]></kwd>
<kwd lng="en"><![CDATA[academic support services]]></kwd>
<kwd lng="pt"><![CDATA[ensino eletrônico]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[deserção dos alunos]]></kwd>
<kwd lng="pt"><![CDATA[persistência acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[serviços de apoio acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[alunos adultos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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