dor_id: 54032

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://www.revistas.unam.mx/index.php/req/article/view/37058/33644

100.1.#.a: Soledad Mansilla, Daniela; Durán-aponte, Emilse Emperatriz; Ariel Ugliarolo, Esteban

524.#.#.a: Soledad Mansilla, Daniela, et al. (2013). Campus Virtual y Facebook en el ámbito universitario. ¿Enemigos o aliados en los procesos de enseñanza y aprendizaje?. Educación Química; Vol. 24 Núm. 2, 2013; 247 - 254. Recuperado de https://repositorio.unam.mx/contenidos/54032

720.#.#.a: Ariel Ugliarolo, Esteban; Soledad Mansilla, Daniela; Durán Aponte, Emilse Emperatriz

245.1.0.a: Campus Virtual y Facebook en el ámbito universitario. ¿Enemigos o aliados en los procesos de enseñanza y aprendizaje?

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2013

264.#.1.c: 2013-07-23

653.#.#.a: undergraduate students; organic chemistry; virtual platforms; Facebook; Virtual Campusundergraduate students; Virtual Campus

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://www.revistas.unam.mx/index.php/req/article/view/37058

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/37058

041.#.7.h: spa

520.3.#.a: Virtual Campus and Facebook in the university. Enemies or Allies in the teaching and learning processes?Our students live in a new era of communication. For many years chemists have used technology for teaching and learning at different levels of education. The use of virtual platforms is a valuable educational tool. The aim of this paper is to analyze the use of virtual platforms for students enrolled in the Organic Chemistry II course, of the careers of Pharmacy and Biochemistry, University of Buenos Aires. We have compared the use of the Virtual Campus and Facebook groups. A sample of 110 randomly selected students participated in this research. The 100% of students were registered on the campus of Organic Chemistry II and the 80% was a member of a related Facebook group. The 90% of the students used some of these technological tools as a means to support their questions. Moreover, 67% of respondents prefer Facebook as a means of communication. The 64% of students felt that Facebook was the means by which they obtained a rapid response. TheVirtual Campus and Facebook in the university. Enemies or Allies in theteaching and learning processes?)Our students live in a new era of communication. For many years chemists have used technology for teaching and learning at different levels of education. The use of virtual platforms is a valuable educational tool. The aim of this paper is to analyze the use of virtual platforms for students enrolled in the Organic Chemistry II course, of the careers of Pharmacy and Biochemistry, University of Buenos Aires. We have compared the use of the Virtual Campus and Facebook groups. A sample of 110 randomly selected students participated in this research. The 100% of students were registered on the campus of Organic Chemistry II and the 80% was a member of a related Facebook group. The 90% of the students used some of these technological tools as a means to support their questions. Moreover, 67% of respondents prefer Facebook as a means of communication. The 64% of students felt that Facebook was the means by which they obtained a rapid response. The results indicate that students use virtual platforms as a support tool in the learning process.

773.1.#.t: Educación Química; Vol. 24 Núm. 2 (2013); 247 - 254

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 247-254

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.1016/S0187-893X(13)72470-4

handle: 228019c746a9832e

harvesting_date: 2023-06-20 16:00:00.0

856.#.0.q: application/pdf

last_modified: 2023-06-20 16:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

_deleted_conflicts: 2-0c91248316334fe36bd6f0bbf0119329

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