La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones
ilustraciones, gráficos, tablas
- Autores:
-
Rendon Sanchez, Natalia
Álvarez Carmona, Leydi Jhoana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4379
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4379
- Palabra clave:
- Retroalimentación
Educación superior
Prácticas pedagógicas
Estrategias de retroalimentación
Feedback
Higher education
Pedagogical practices
Feedback strategies
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
| id |
Uceva2_21c61c794375fafe22a74cacf8303711 |
|---|---|
| oai_identifier_str |
oai:repositorio.uceva.edu.co:20.500.12993/4379 |
| network_acronym_str |
Uceva2 |
| network_name_str |
Repositorio Institucional - Unidad Central del Valle del Cauca |
| repository_id_str |
|
| dc.title.spa.fl_str_mv |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| dc.title.titleenglish.spa.fl_str_mv |
Feedback in Asian Higher Education: Trends and innovations |
| title |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| spellingShingle |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones Retroalimentación Educación superior Prácticas pedagógicas Estrategias de retroalimentación Feedback Higher education Pedagogical practices Feedback strategies |
| title_short |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| title_full |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| title_fullStr |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| title_full_unstemmed |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| title_sort |
La retroalimentación en la Educación Superior Asiática: tendencias e innovaciones |
| dc.creator.fl_str_mv |
Rendon Sanchez, Natalia Álvarez Carmona, Leydi Jhoana |
| dc.contributor.advisor.none.fl_str_mv |
Giraldo Arcila, Fabio Nelson |
| dc.contributor.author.none.fl_str_mv |
Rendon Sanchez, Natalia Álvarez Carmona, Leydi Jhoana |
| dc.contributor.other.none.fl_str_mv |
Giraldo Montoya, Martha Cecilia |
| dc.contributor.orcid.spa.fl_str_mv |
Fabio Nelson Giraldo Arcila [0000-0002-1017-4851] Martha Cecilia Giraldo Montoya [0000-0002-7764-116X] |
| dc.subject.proposal.spa.fl_str_mv |
Retroalimentación Educación superior Prácticas pedagógicas Estrategias de retroalimentación |
| topic |
Retroalimentación Educación superior Prácticas pedagógicas Estrategias de retroalimentación Feedback Higher education Pedagogical practices Feedback strategies |
| dc.subject.keywords.spa.fl_str_mv |
Feedback Higher education Pedagogical practices Feedback strategies |
| description |
ilustraciones, gráficos, tablas |
| publishDate |
2023 |
| dc.date.issued.none.fl_str_mv |
2023 |
| dc.date.accessioned.none.fl_str_mv |
2024-05-29T22:56:07Z |
| dc.date.available.none.fl_str_mv |
2024-05-29T22:56:07Z |
| dc.type.spa.fl_str_mv |
bachelor thesis |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
| dc.type.content.spa.fl_str_mv |
Text |
| dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
| dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
| format |
http://purl.org/coar/resource_type/c_7a1f |
| status_str |
acceptedVersion |
| dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12993/4379 |
| dc.identifier.instname.spa.fl_str_mv |
Instname:Unidad Central del Valle del Cauca |
| dc.identifier.reponame.spa.fl_str_mv |
reponame:Repositorio Institucional Unidad Central del Valle del Cauca |
| dc.identifier.repourl.none.fl_str_mv |
repourl:https://repositorio.uceva.edu.co/ |
| url |
http://hdl.handle.net/20.500.12993/4379 |
| identifier_str_mv |
Instname:Unidad Central del Valle del Cauca reponame:Repositorio Institucional Unidad Central del Valle del Cauca repourl:https://repositorio.uceva.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.references.spa.fl_str_mv |
Afify, M. K. (2018). The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3053-3068. Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacherfocused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 26 AL Harrasi, K. T. S. (2023). Reexamining feedback in the context of different rhetorical patterns of writing. Language Testing in Asia, 13(1), 4. Al Qunayeer, H. S. (2020). Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education, 44(7), 956-970 Alkhammash, R., & Gulnaz, D. F. (2019). Oral corrective feedback techniques: An investigation of the EFL teachers' beliefs and practices at Taif university. Arab World English Journal (AWEJ) Volume, 10. Álvarez, A. K. G., Almaguer, A. Y. C., & Santos, E. D. Z. (2020). Gestión de seguridad psicológica del personal sanitario en situaciones de emergencia por COVID-19 en el contexto hospitalario o de aislamiento. Revista Cubana de Enfermería, 36(2), 1-19. Carless, D., & Winstone, N. (2020). Teacher feedback literacy and it interplay with student feedback literacy. Teaching in Higher Education.https://doi.org/10.1080/13562517.2020.1782372 Chan, C. K. Y., & Luo, J. (2022). Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education, 47(1), 61-76. Chen, H., & Pan, J. (2022). Computer or human: a comparative study of automated evaluation scoring and instructors' feedback on Chinese college students' English writing. Asian Journal of Second and Foreign Language Education, 7(1), 34. Cheng, X., & Zhang, L. J. (2021). Sustaining university English as a foreign language learners’ writing performance through provision of comprehensive written corrective feedback. Sustainability, 13(15), 8192. Gan, Z. (2020). How learning motivation influences feedback experience and preference in Chinese university EFL students. Frontiers in Psychology, 11, 496. Gan, Z., Hu, G., Wang, W., Nang, H., & An, Z. (2021). Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education, 46(5), 740-755. Hassan, M. U., Aziz, A. A., & Pervaiz, M. (2022). Investigating Pakistani EFL Students’ Beliefs and their Impact on Written Constructive Feedback. Pakistan Languages and Humanities Review, 6(3), 463-473. Hernández Gallardo, S. C. (2007). El constructivismo social como apoyo en el aprendizaje en línea. Universidad de Guadalajara, 7 (7), (46-62). [en línea] Disponible en: http://www.redalyc. org/articulo.oa?id=68800705 (consulta 2013, 6 de junio) Jiang, L., & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis. The Asia-Pacific Education Researcher, 30(6), 509-518. Kataoka, Y., Thamrin, A. H., Van Meter, R., Murai, J., & Kataoka, K. (2023). Investigating the effect of computer-mediated feedback via an LMS integration in a large-scale Japanese-speaking class. Education and Information Technologies, 28(2), 1957-1986. Li, J. (2012). Cultural Foundations of Learning. East and West. Cambridge: Cambridge University Press. Liu, Y. (2021). Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study. Language Teaching Research Quarterly, 25, 84-107 Lv, X., Ren, W., & Xie, Y. (2021). The effects of online feedback on ESL/EFL writing: A metaanalysis. The Asia-Pacific Education Researcher, 30(6), 643-653. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006-1012. https://doi.org/10.1016/j.jclinepi.2009.06.005 Ng, S. Y., Bong, C. H., Hong, K. S., & Lee, N. K. (2019). Developing an Automated Essay Scorer with Feedback (AESF) for Malaysian University English Test (MUET): A Design-based Research Approach. Pertanika Journal of Social Sciences & Humanities, 27(2). Patra, I., Alazemi, A., Al-Jamal, D., & Gheisari, A. (2022). The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL). Language Testing in Asia, 12(1), 1-21. Phusavat, K., Paoprasert, N., & Suwanphiched, S. (2020). Roles of Students’ Learning and Motivation: Feedback and External Knowledge. In Blended Learning. Education in a Smart Learning Environment: 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24–27, 2020, Proceedings 13 (pp. 90-98). Springer International Publishing. Zhang, Y., & MacWhinney, B. (2023). Using diagnostic feedback to enhance the development of phonetic knowledge of an L2: a CALL design based on the unified competition model and the implementation with the Pinyin Tutor. Language Testing in Asia, 13(1), 35. |
| dc.rights.spa.fl_str_mv |
Derechos reservados - Unidad Central del Valle del Cauca |
| dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0 |
| dc.rights.license.*.fl_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.local.spa.fl_str_mv |
Abierto (Texto Completo) |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
Derechos reservados - Unidad Central del Valle del Cauca http://creativecommons.org/licenses/by-nc-nd/4.0 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.spa.fl_str_mv |
PDF |
| dc.format.extent.spa.fl_str_mv |
55 páginas |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.coverage.spatial.spa.fl_str_mv |
Tuluá, Valle del Cauca, Colombia |
| dc.coverage.city.spa.fl_str_mv |
Tulua |
| dc.publisher.program.spa.fl_str_mv |
Licenciatura en Lenguas Extranjeras con énfasis en Inglés |
| dc.publisher.faculty.spa.fl_str_mv |
Facultad de Ciencias de la Educación |
| institution |
Unidad Central del Valle del Cauca |
| bitstream.url.fl_str_mv |
https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/1/T-nrendon-lalvarez.pdf https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/3/license.txt https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/4/Autorizacion-nrendon-lalvarez.pdf https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/5/p-nrendon-lalvarez.jpg https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/6/T-nrendon-lalvarez.pdf.jpg |
| bitstream.checksum.fl_str_mv |
066c3a543698a128ec41e5b10679e159 59919569caf899aa9ec9da2fa40f116c c3ca64f5ee5ee5e5dc03ab5684b2c937 7f6cf35942d8a00bebf1a0948bc67406 b3a0915008b6cc584dc3ed3d239f6de2 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Unidad Central del Valle del Cauca |
| repository.mail.fl_str_mv |
biblioteca@uceva.edu.co |
| _version_ |
1814300490984325120 |
| spelling |
Giraldo Arcila, Fabio NelsonRendon Sanchez, NataliaÁlvarez Carmona, Leydi JhoanaGiraldo Montoya, Martha CeciliaFabio Nelson Giraldo Arcila [0000-0002-1017-4851]Martha Cecilia Giraldo Montoya [0000-0002-7764-116X]Tuluá, Valle del Cauca, ColombiaTulua2024-05-29T22:56:07Z2024-05-29T22:56:07Z2023http://hdl.handle.net/20.500.12993/4379Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEl propósito de este artículo es efectuar una revisión literaria sobre la retroalimentación en la educación superior en países asiáticos. Esta investigación se basa en una revisión sistémica efectuada a través de la metodología PRISMA, derivando en el análisis de 54 artículos seleccionados de bases de datos reconocidas, como Scopus, Taylor y Francis, Springerlink y Google Académico, en el período 2017-2023. Se organizan los hallazgos en cuatro categorías principales: retroalimentación, tipos y métodos, impacto y eficacia, así como innovaciones y tendencias recientes. Los resultados destacan el papel de la retroalimentación en la mejora del rendimiento de los estudiantes y revelan una diversidad de estrategias utilizadas en contextos asiáticos de educación superior.Resumen / Introducción / Capítulo I: Planteamiento del problema / 1.1. Pregunta de investigación / 1.2. Objetivo Principal / 1.3. Objetivos Específicos / 1.4. Razón fundamental / Capítulo II: Marco Teórico / 2.1. Antecedentes / 2.2. Marco Teórico / 2.2.1 Retroalimentación / Capítulo III: Diseño metodológico / Artículos sobre retroalimentación en países asiáticos por año / Número de publicaciones por país asiático / Capítulo IV: Resultados y Discusiones / 4.1. Tipos, métodos e impacto de retroalimentación / 4.1.1. Retroalimentación entre pares / 4.1.2. Retroalimentación con inteligencia artificial y Online / 4.1.3. Retroalimentación automática- Inmediata / 4.1.4. Retroalimentación Correctiva / 4.1.5. El Feedback y su relación con las emociones y su motivación / 4.1.6. Retroalimentación en EFL / 4.2. Resultados de Innovaciones y Tendencias Recientes / Discusión / Conclusiones / ReferenciasLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThe purpose of this article is to conduct a literature review on feedback in higher education in Asian countries. This research is based on a systematic review conducted through the PRISMA methodology, leading to the analysis of 54 selected articles from recognized databases such as Scopus, Taylor & Francis, Springerlink, and Google Scholar, covering the period from 2017 to 2023. The findings are organized into four main categories: feedback, types and methods, impact and effectiveness, as well as recent innovations and trends. The results highlight the role of feedback in improving student performance and reveal a diversity of strategies used in Asian higher education contexts.PDF55 páginasapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2La retroalimentación en la Educación Superior Asiática: tendencias e innovacionesFeedback in Asian Higher Education: Trends and innovationsbachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónRetroalimentaciónEducación superiorPrácticas pedagógicasEstrategias de retroalimentaciónFeedbackHigher educationPedagogical practicesFeedback strategiesAfify, M. K. (2018). The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3053-3068.Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacherfocused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 26AL Harrasi, K. T. S. (2023). Reexamining feedback in the context of different rhetorical patterns of writing. Language Testing in Asia, 13(1), 4.Al Qunayeer, H. S. (2020). Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education, 44(7), 956-970Alkhammash, R., & Gulnaz, D. F. (2019). Oral corrective feedback techniques: An investigation of the EFL teachers' beliefs and practices at Taif university. Arab World English Journal (AWEJ) Volume, 10.Álvarez, A. K. G., Almaguer, A. Y. C., & Santos, E. D. Z. (2020). Gestión de seguridad psicológica del personal sanitario en situaciones de emergencia por COVID-19 en el contexto hospitalario o de aislamiento. Revista Cubana de Enfermería, 36(2), 1-19.Carless, D., & Winstone, N. (2020). Teacher feedback literacy and it interplay with student feedback literacy. Teaching in Higher Education.https://doi.org/10.1080/13562517.2020.1782372Chan, C. K. Y., & Luo, J. (2022). Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education, 47(1), 61-76.Chen, H., & Pan, J. (2022). Computer or human: a comparative study of automated evaluation scoring and instructors' feedback on Chinese college students' English writing. Asian Journal of Second and Foreign Language Education, 7(1), 34.Cheng, X., & Zhang, L. J. (2021). Sustaining university English as a foreign language learners’ writing performance through provision of comprehensive written corrective feedback. Sustainability, 13(15), 8192.Gan, Z. (2020). How learning motivation influences feedback experience and preference in Chinese university EFL students. Frontiers in Psychology, 11, 496.Gan, Z., Hu, G., Wang, W., Nang, H., & An, Z. (2021). Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education, 46(5), 740-755.Hassan, M. U., Aziz, A. A., & Pervaiz, M. (2022). Investigating Pakistani EFL Students’ Beliefs and their Impact on Written Constructive Feedback. Pakistan Languages and Humanities Review, 6(3), 463-473.Hernández Gallardo, S. C. (2007). El constructivismo social como apoyo en el aprendizaje en línea. Universidad de Guadalajara, 7 (7), (46-62). [en línea] Disponible en: http://www.redalyc. org/articulo.oa?id=68800705 (consulta 2013, 6 de junio)Jiang, L., & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis. The Asia-Pacific Education Researcher, 30(6), 509-518.Kataoka, Y., Thamrin, A. H., Van Meter, R., Murai, J., & Kataoka, K. (2023). Investigating the effect of computer-mediated feedback via an LMS integration in a large-scale Japanese-speaking class. Education and Information Technologies, 28(2), 1957-1986. Li, J. (2012). Cultural Foundations of Learning. East and West. Cambridge: Cambridge University Press.Liu, Y. (2021). Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study. Language Teaching Research Quarterly, 25, 84-107Lv, X., Ren, W., & Xie, Y. (2021). The effects of online feedback on ESL/EFL writing: A metaanalysis. The Asia-Pacific Education Researcher, 30(6), 643-653.Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006-1012. https://doi.org/10.1016/j.jclinepi.2009.06.005Ng, S. Y., Bong, C. H., Hong, K. S., & Lee, N. K. (2019). Developing an Automated Essay Scorer with Feedback (AESF) for Malaysian University English Test (MUET): A Design-based Research Approach. Pertanika Journal of Social Sciences & Humanities, 27(2).Patra, I., Alazemi, A., Al-Jamal, D., & Gheisari, A. (2022). The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL). Language Testing in Asia, 12(1), 1-21.Phusavat, K., Paoprasert, N., & Suwanphiched, S. (2020). Roles of Students’ Learning and Motivation: Feedback and External Knowledge. In Blended Learning. Education in a Smart Learning Environment: 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24–27, 2020, Proceedings 13 (pp. 90-98). Springer International Publishing.Zhang, Y., & MacWhinney, B. (2023). Using diagnostic feedback to enhance the development of phonetic knowledge of an L2: a CALL design based on the unified competition model and the implementation with the Pinyin Tutor. Language Testing in Asia, 13(1), 35.EspecializaciónPregradoORIGINALT-nrendon-lalvarez.pdfT-nrendon-lalvarez.pdfTrabajo de grado pregradoapplication/pdf908214https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/1/T-nrendon-lalvarez.pdf066c3a543698a128ec41e5b10679e159MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82219https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/3/license.txt59919569caf899aa9ec9da2fa40f116cMD53open accessAutorizacion-nrendon-lalvarez.pdfAutorizacion-nrendon-lalvarez.pdfCesion derechos patrimonialesapplication/pdf225210https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/4/Autorizacion-nrendon-lalvarez.pdfc3ca64f5ee5ee5e5dc03ab5684b2c937MD54open accessTHUMBNAILp-nrendon-lalvarez.jpgp-nrendon-lalvarez.jpgIM Thumbnailimage/jpeg104482https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/5/p-nrendon-lalvarez.jpg7f6cf35942d8a00bebf1a0948bc67406MD55open accessT-nrendon-lalvarez.pdf.jpgT-nrendon-lalvarez.pdf.jpgIM Thumbnailimage/jpeg12385https://repositorio.uceva.edu.co/bitstream/20.500.12993/4379/6/T-nrendon-lalvarez.pdf.jpgb3a0915008b6cc584dc3ed3d239f6de2MD56open access20.500.12993/4379oai:repositorio.uceva.edu.co:20.500.12993/43792024-05-30 03:00:12.193open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.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 |