Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America
This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Lik...
- Autores:
-
de la Puente Pacheco, Mario Alberto
Rios Mahecha, Juan Diego
Maury Campo, Mauro
Torres, Jose
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13619
- Acceso en línea:
- https://hdl.handle.net/11323/13619
https://repositorio.cuc.edu.co/
- Palabra clave:
- Blended teaching method
Case study
Engineering profile
Latin America
Online teaching method
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)
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Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| title |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| spellingShingle |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America Blended teaching method Case study Engineering profile Latin America Online teaching method |
| title_short |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| title_full |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| title_fullStr |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| title_full_unstemmed |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| title_sort |
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin America |
| dc.creator.fl_str_mv |
de la Puente Pacheco, Mario Alberto Rios Mahecha, Juan Diego Maury Campo, Mauro Torres, Jose |
| dc.contributor.author.none.fl_str_mv |
de la Puente Pacheco, Mario Alberto Rios Mahecha, Juan Diego Maury Campo, Mauro Torres, Jose |
| dc.subject.proposal.eng.fl_str_mv |
Blended teaching method Case study Engineering profile Latin America Online teaching method |
| topic |
Blended teaching method Case study Engineering profile Latin America Online teaching method |
| description |
This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method’s superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education. |
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2024 |
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2024-10-31T16:29:15Z |
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2024-10-31T16:29:15Z |
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2024-06 |
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Artículo de revista |
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de la Puente Pacheco, M. A., Rios Mahecha, J. D., Maury Campo, M., & Torres, J. (2024). Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: A study in the context of Latin America. Research in Comparative and International Education, 19(2), 197-223. https://doi.org/10.1177/17454999241231089 |
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https://hdl.handle.net/11323/13619 |
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1745-4999 |
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10.1177/17454999241231089 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
| identifier_str_mv |
de la Puente Pacheco, M. A., Rios Mahecha, J. D., Maury Campo, M., & Torres, J. (2024). Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: A study in the context of Latin America. Research in Comparative and International Education, 19(2), 197-223. https://doi.org/10.1177/17454999241231089 1745-4999 10.1177/17454999241231089 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
| url |
https://hdl.handle.net/11323/13619 https://repositorio.cuc.edu.co/ |
| dc.language.iso.none.fl_str_mv |
eng |
| language |
eng |
| dc.relation.ispartofjournal.none.fl_str_mv |
Research in Comparative and International Education |
| dc.relation.references.none.fl_str_mv |
Adarkwah MA (2021) “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies 26(2): 1665–1685. Al Mamun MA, Azad MAK, Al Mamun MA, et al. (2022) Review of flipped learning in engineering education: scientific mapping and research horizon. Education and Information Technologies 27(1): 1261–1286. Alam GM, Forhad M, Rahman A (2022) What makes a difference for further advancement of engineers: socioeconomic background or education programs? Higher Education 83(6): 1259–1278. Alberto de la Puente Pacheco M, de Oro Aguado CM, Lugo Arias E, et al. (2022) Effectiveness of model ASEAN meeting in enhancing critical thinking: a Colombia case study. Interactive Learning Environments 31: 6818–6840. American Association of Colleges and Universities (2022) Paths to Success: How Community Colleges Are Strengthening Guided Pathways to Ensure Students Are Learning. Washington, DC: American Association of Colleges and Universities. https://www.aacu.org/publication/paths-to-success-how-community-colleges-are-strengthening-guided-pathways-to-ensure-students-are-learning Banyen W, Viriyavejakul C, Ratanaolarn T (2016) A blended learning model for learning achievement enhancement of Thai undergraduate students. International Journal of Emerging Technologies in Learning (Ijet) 11(04): 48. Bao W (2020) Covid-19 and online teaching in higher education: a case study of peking university. Human Behavior and Emerging Technologies 2(2): 113–115. Bi X, Shi X (2019) On the effects of computer-assisted teaching on learning results based on blended learning method. International Journal of Emerging Technologies in Learning (Ijet) 14(01): 58. Bizami NA, Tasir Z, Kew SN (2022) Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies 28: 1373–1425. Bolden R, Petrov G (2014) Hybrid configurations of leadership in higher education employer engagement. Journal of Higher Education Policy and Management 36(4): 408–417. Bolden R, Petrov G, Gosling J (2008) Tensions in higher education leadership: towards a multi-level model of leadership practice. Higher Education Quarterly 62(4): 358–376. Gürdür Broo D, Kaynak O, Sait SM (2022) Rethinking engineering education at the age of industry 5.0. Journal of Industrial Information Integration 25: 100311. Cavanaugh J, Jacquemin S, Junker C (2022) Variation in student perceptions of higher education course quality and difficulty as a result of widespread implementation of online education during the covid-19 pandemic. Technology, Knowledge and Learning 28(4): 1787–1802. Cheung W, Hew K (2011) Design and evaluation of two blended learning approaches: lessons learned. Australasian Journal of Educational Technology 27(8). Daher W, Abo Mokh A, Shayeb S, et al. (2022a) The design of tasks to suit distance learning in emergency education. Sustainability 14(3): 1070. Daher W, Anabousy A, Alfahel E (2022b) Elementary teachers' development in using technological tools to engage students in online learning. European Journal of Educational Research 11(2): 1183–1195. Dash S, Samadder S, Srivastava A, et al. (2021) Review of online teaching platforms in the current period of COVID-19 pandemic. The Indian Journal of Surgery 84: 12–17. de la Puente Pacheco MA, Guerra D, de Oro Aguado CM, et al. (2019) Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: a case report in the Colombian Caribbean. Cogent Education 6(1): 1616364. de la Puente Pacheco MA, de Oro Aguado CM, Lugo Arias E, et al. (2021) Local accreditation in outpatient care as an alternative to attract foreign patients to Colombian medical travel: a case study in the city of barranquilla. Sage Open 11(4): 215824402110525. de la Puente Pacheco MA, de Oro Aguado CM, Lugo Arias E (2022) Understanding the effectiveness of the PBL method in different regional contexts: the case of Colombia. Interactive Learning Environments 30(9): 1663–1676. Devkota KR (2021) Inequalities reinforced through online and distance education in the age of COVID-19: the case of higher education in Nepal. International review of education. Internationale Zeitschrift fur Erziehungswissenschaft. Revue internationale de pedagogie 67(1): 145–165. Djeki E, Dégila J, Bondiombouy C, et al. (2022) E-learning bibliometric analysis from 2015 to 2020. Journal of Computers in Education 9: 727–754. Drescher J, Podolsky A, Reardon SF, et al. (2022) The geography of rural educational opportunity. RSF: The Russell Sage Foundation Journal of the Social Sciences 8(3): 123–149. Dyatlov A, Kovalev V, Latsveeva A (2022) Decline the quality of higher education in Russia: negative consequences of moving to online education. International Journal of Cognitive Research in Science Engineering and Education 10(1): 15–27. Eberle J, Hobrecht J (2021) The lonely struggle with autonomy: a case study of first-year university students’ experiences during emergency online teaching. Computers in Human Behavior 121: 106804. Essel HB, Vlachopoulos D, Adom D, et al. (2021) Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity. Journal of Enterprising Communities: People and Places in the Global Economy 15(2): 296–312. Feng X, Ioan N, Li Y (2021) Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education. The Journal of Educational Research 114(4): 307–316. Flening E, Asplund F, Edin Grimheden M (2022) Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise. European Journal of Engineering Education 47(1): 117–143. Ghani S, Taylor M (2021) Blended learning as a vehicle for increasing student engagement. New Directions for Teaching and Learning 2021(167): 43–51. Gismalla MDA, Mohamed MS, Ibrahim OSO, et al. (2021) Medical students’ perception towards E-learning during COVID 19 pandemic in a high burden developing country. BMC Medical Education 21(1): 1–7. Gutierrez-Bucheli L, Kidman G, Reid A (2022) Sustainability in engineering education: a review of learning outcomes. Journal of Cleaner Production 330: 129734. Hastie M, Hung I, Chen N, et al. (2010) A blended synchronous learning model for educational international collaboration. Innovations in Education & Teaching International 47(1): 9–24. Hewett B, Bourelle T (2017) Online teaching and learning in technical communication: continuing the conversation. Technical Communication Quarterly 26(3): 217–222. Rao Jetti E, Ahmed AL-Fraji G, AL-Habsi O, et al. (2023) A study on blended learning environment – students perspective. Shanlax International Journal of Management 10(3): 79–87. Jiang H, Chen C (2022) Data science skills and graduate certificates: a quantitative text analysis. Journal of Computer Information Systems 62(3): 463–479. Khalil R, Mansour AE, Fadda WA, et al. (2020) The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Medical Education 20(1): 1–10. Kibaru F (2018) Supporting faculty to face challenges in design and delivery of quality courses in virtual learning environments. The Turkish Online Journal of Distance Education 176–197. 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Pozo-García ED, de la Puente Pacheco MA, Fernández-Cornejo JA, et al. (2020) Whether your name is Manuel or María matters: gender biases in recommendations to study engineering. Journal of Gender Studies 29(7): 805–819. Qamar K, Kiran F, Khan MA, et al. (2021) Challenges of e-learning faced by medical teachers and students during COVID-19 pandemic. Pakistan Armed Forces Medical Journal 71: S3–S9. Ran H, Kim N, Secada W (2021) A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in k-12 classrooms. Journal of Computer Assisted Learning 38(1): 258–284. Rico M, Coppens J, Ferreira P, et al. (2013) Everything matters: development of cross-curricular competences in engineering through web 2.0 social objects. In: Ubiquitous and Mobile Learning in the Digital Age. New York, NY: Springer, 139–157. Rico H, de la Puente Pacheco MA, Pabon A, et al. 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(2021) Evaluation of the effectiveness of efl online teaching during the covid-19 pandemic. Sage Open 11(4): 215824402110544. |
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Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)Copyright © 2024 by SAGE Publicationshttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2de la Puente Pacheco, Mario AlbertoRios Mahecha, Juan DiegoMaury Campo, MauroTorres, Jose2024-10-31T16:29:15Z2024-10-31T16:29:15Z2024-06de la Puente Pacheco, M. A., Rios Mahecha, J. D., Maury Campo, M., & Torres, J. (2024). Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: A study in the context of Latin America. Research in Comparative and International Education, 19(2), 197-223. https://doi.org/10.1177/17454999241231089https://hdl.handle.net/11323/136191745-499910.1177/17454999241231089Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method’s superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.27 páginasapplication/pdfengSymposium Journals LtdUnited Kingdomhttps://journals.sagepub.com/doi/10.1177/17454999241231089Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: a study in the context of Latin AmericaArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/drafthttp://purl.org/coar/version/c_b1a7d7d4d402bcceLatin AmericaResearch in Comparative and International EducationAdarkwah MA (2021) “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies 26(2): 1665–1685.Al Mamun MA, Azad MAK, Al Mamun MA, et al. (2022) Review of flipped learning in engineering education: scientific mapping and research horizon. Education and Information Technologies 27(1): 1261–1286.Alam GM, Forhad M, Rahman A (2022) What makes a difference for further advancement of engineers: socioeconomic background or education programs? Higher Education 83(6): 1259–1278.Alberto de la Puente Pacheco M, de Oro Aguado CM, Lugo Arias E, et al. (2022) Effectiveness of model ASEAN meeting in enhancing critical thinking: a Colombia case study. Interactive Learning Environments 31: 6818–6840.American Association of Colleges and Universities (2022) Paths to Success: How Community Colleges Are Strengthening Guided Pathways to Ensure Students Are Learning. Washington, DC: American Association of Colleges and Universities. https://www.aacu.org/publication/paths-to-success-how-community-colleges-are-strengthening-guided-pathways-to-ensure-students-are-learningBanyen W, Viriyavejakul C, Ratanaolarn T (2016) A blended learning model for learning achievement enhancement of Thai undergraduate students. International Journal of Emerging Technologies in Learning (Ijet) 11(04): 48.Bao W (2020) Covid-19 and online teaching in higher education: a case study of peking university. Human Behavior and Emerging Technologies 2(2): 113–115.Bi X, Shi X (2019) On the effects of computer-assisted teaching on learning results based on blended learning method. International Journal of Emerging Technologies in Learning (Ijet) 14(01): 58.Bizami NA, Tasir Z, Kew SN (2022) Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies 28: 1373–1425.Bolden R, Petrov G (2014) Hybrid configurations of leadership in higher education employer engagement. Journal of Higher Education Policy and Management 36(4): 408–417.Bolden R, Petrov G, Gosling J (2008) Tensions in higher education leadership: towards a multi-level model of leadership practice. Higher Education Quarterly 62(4): 358–376.Gürdür Broo D, Kaynak O, Sait SM (2022) Rethinking engineering education at the age of industry 5.0. Journal of Industrial Information Integration 25: 100311.Cavanaugh J, Jacquemin S, Junker C (2022) Variation in student perceptions of higher education course quality and difficulty as a result of widespread implementation of online education during the covid-19 pandemic. Technology, Knowledge and Learning 28(4): 1787–1802.Cheung W, Hew K (2011) Design and evaluation of two blended learning approaches: lessons learned. Australasian Journal of Educational Technology 27(8).Daher W, Abo Mokh A, Shayeb S, et al. (2022a) The design of tasks to suit distance learning in emergency education. Sustainability 14(3): 1070.Daher W, Anabousy A, Alfahel E (2022b) Elementary teachers' development in using technological tools to engage students in online learning. European Journal of Educational Research 11(2): 1183–1195.Dash S, Samadder S, Srivastava A, et al. (2021) Review of online teaching platforms in the current period of COVID-19 pandemic. The Indian Journal of Surgery 84: 12–17.de la Puente Pacheco MA, Guerra D, de Oro Aguado CM, et al. (2019) Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: a case report in the Colombian Caribbean. Cogent Education 6(1): 1616364.de la Puente Pacheco MA, de Oro Aguado CM, Lugo Arias E, et al. (2021) Local accreditation in outpatient care as an alternative to attract foreign patients to Colombian medical travel: a case study in the city of barranquilla. Sage Open 11(4): 215824402110525.de la Puente Pacheco MA, de Oro Aguado CM, Lugo Arias E (2022) Understanding the effectiveness of the PBL method in different regional contexts: the case of Colombia. Interactive Learning Environments 30(9): 1663–1676.Devkota KR (2021) Inequalities reinforced through online and distance education in the age of COVID-19: the case of higher education in Nepal. International review of education. Internationale Zeitschrift fur Erziehungswissenschaft. Revue internationale de pedagogie 67(1): 145–165.Djeki E, Dégila J, Bondiombouy C, et al. (2022) E-learning bibliometric analysis from 2015 to 2020. Journal of Computers in Education 9: 727–754.Drescher J, Podolsky A, Reardon SF, et al. (2022) The geography of rural educational opportunity. 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).</li>
      <li>Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.</li>
      <li>Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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