Publicación:
Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje

Vista sencilla de ítem
dc.contributor.authorGómez Gómez, Jorge
dc.contributor.authorSalas Alvarez, Daniel
dc.contributor.authorHernández Riaño, Velssy
dc.contributor.graphicaldesignerJorge Gómez Gómez
dc.contributor.otherVelssy Hernández Riaño
dc.date.accessioned2021-02-05T00:31:11Z
dc.date.available2021-02-05T00:31:11Z
dc.date.issued2021
dc.description.abstractEsta investigación surge en el programa de ingeniería de Sistemas de la Universidad de Córdoba, cuya metodología es a Distancia y pretende conocer el impacto de la virtualidad desde la perspectiva del aprendizaje activo.spa
dc.description.tableofcontentsINTRODUCCIÓN ................................................................................................................................ 8spa
dc.description.tableofcontentsCAPITULO I ................................................................................................................... 10spa
dc.description.tableofcontents1. Aprendizaje activo orientado al estudiante y tutor .................................................................. 10spa
dc.description.tableofcontents1.1. Pensadores de la antigüedad ................................................................................................. 10spa
dc.description.tableofcontents1.2. Pensadores posteriores al Renacimiento ............................................................................... 11spa
dc.description.tableofcontents1.3. Pensadores del siglo XX .......................................................................................................... 12spa
dc.description.tableofcontents2. Aprendizaje activo en la educación superior ............................................................................ 14spa
dc.description.tableofcontents2.1. Contexto de la educación superior ......................................................................................... 17spa
dc.description.tableofcontents2.1.1. Preparación del docente para enseñar en la educación superior .................................... 17spa
dc.description.tableofcontents2.1.3. Desarrollo de las habilidades de los graduados ............................................................... 20spa
dc.description.tableofcontents2.1.4. Enfoques y métodos de enseñanza .................................................................................. 21spa
dc.description.tableofcontents3. Aprendizaje en la educación superior ...................................................................................... 30spa
dc.description.tableofcontents3.1. Andragogía ............................................................................................................................. 31spa
dc.description.tableofcontents3.2. Estilos de aprendizaje ............................................................................................................. 32spa
dc.description.tableofcontents3.3. Enfoques de aprendizaje profundos y superficiales ............................................................... 34spa
dc.description.tableofcontents3.4. Participación de los estudiantes ............................................................................................. 36spa
dc.description.tableofcontents3.5. Educación transformadora ..................................................................................................... 37spa
dc.description.tableofcontents3.6. Concepciones y creencias sobre el aprendizaje y la enseñanza en la educación superior .... 38spa
dc.description.tableofcontentsCAPITULO II .................................................................................................................. 42spa
dc.description.tableofcontents4. ANALISIS ENCUESTA DE ACUERDO A LA OPINIÓN DE LOS ESTUDIANTES SOBRE EL APRENDIZAJE ACTIVO ........................................................................................................................................... 42spa
dc.description.tableofcontents4.1. Participantes ........................................................................................................................... 43spa
dc.description.tableofcontents4.2. Instrumentos .......................................................................................................................... 43spa
dc.description.tableofcontents4.3. Herramientas .......................................................................................................................... 48spa
dc.description.tableofcontents4.5. Análisis de la población .......................................................................................................... 51spa
dc.description.tableofcontents4.6. Análisis de los medios: ........................................................................................................... 54spa
dc.description.tableofcontents4.7. Análisis de la docencia desde el punto de vista del estudiante ............................................. 63spa
dc.description.tableofcontents4.8. Interpersonales ...................................................................................................................... 64spa
dc.description.tableofcontents4.9. Análisis de motivación de los estudiantes .............................................................................. 67spa
dc.description.tableofcontents4.10. Conectividad ..................................................................................................................... 68spa
dc.description.tableofcontents4.11. ANALISIS DE LAS ACTIVIDADES DE APRENDIZAJE ............................................................. 70spa
dc.description.tableofcontents4.12. Plataforma virtual ............................................................................................................ 81spa
dc.description.tableofcontents4.13. MODALIDAD VIRTUAL ...................................................................................................... 86spa
dc.description.tableofcontentsConclusiones sobre el análisis de la percepción de los estudiantes ................................................... 94spa
dc.description.tableofcontentsCAPITULO III ................................................................................................................. 97spa
dc.description.tableofcontents5. Estudio de percepción de los profesores del programa de ingeniería de Sistemas en relación con la promoción del aprendizaje activo en la plataforma virtual (Moodle) .................................. 97spa
dc.description.tableofcontents5.1. Participantes: .......................................................................................................................... 99spa
dc.description.tableofcontents5.2. Instrumento ............................................................................................................................ 99spa
dc.description.tableofcontents5.3. Confiabilidad del Instrumento ............................................................................................ 101spa
dc.description.tableofcontents5.4. Herramientas ........................................................................................................................ 105spa
dc.description.tableofcontents5.5. Población. ............................................................................................................................. 106spa
dc.description.tableofcontents5.6. Trabajo colaborativo en el Aula Virtual. ............................................................................... 110spa
dc.description.tableofcontents5.7. Promoción del Análisis, debate y la discusión en el Aula Virtual ........................................ 115spa
dc.description.tableofcontents5.8. Contenidos virtuales para promover la interacción en el Aula Virtual ........................... 120spa
dc.description.tableofcontents5.9. Mecanismos de comunicación virtual para promover la interacción con los estudiantes . 122spa
dc.description.tableofcontents5.10. Promoción de comunidades virtuales en el LMS Moodle. ............................................ 125spa
dc.description.tableofcontents5.11. Relevancia del Trabajo Colaborativo de los profesores en el Aula Virtual .................... 129spa
dc.description.tableofcontents5.12. Debate y discusión en el Aula virtual ........................................................................... 133spa
dc.description.tableofcontents5.13. Contenidos Interactivos en el Aula Virtual ................................................................... 135spa
dc.description.tableofcontents5.14. Mecanismo de Comunicación para promover la interacción en el Aula Virtual ....... 138spa
dc.description.tableofcontents5.15. Dinamización y construcción de comunidades de aprendizaje ................................... 141spa
dc.description.tableofcontents5.16. Nivel de facilidad o complejidad en el uso de herramientas para promover el debate y la discusión. ...................................................................................................................................... 144spa
dc.description.tableofcontents5.17. Satisfacción en el uso de herramientas para promover el debate y la discusión en el aula virtual 156spa
dc.description.tableofcontents5.18. Satisfacción en el uso de contenidos para promover la interacción en el Aula Virtual 160spa
dc.description.tableofcontents5.19. Mecanismos de interacción en el Aula Virtual ............................................................. 163spa
dc.description.tableofcontents5.20. Construcción de Comunidades de Aprendizaje ........................................................... 166spa
dc.description.tableofcontents5.21. Conclusiones sobre la percepción de los profesores frente al aprendizaje activo ......... 170spa
dc.description.tableofcontents5.22. Recomendaciones .......................................................................................................... 171spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.isbn978-­‐958-­‐5104-­‐22-­‐8
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4033
dc.language.isospaspa
dc.publisherFondo Editorial Universidad de Córdobaspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.rightsCopyright Universidad de Córdoba, 2021spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.titleEstudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizajespa
dc.typeLibrospa
dc.type.coarhttp://purl.org/coar/resource_type/c_2f33spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bookspa
dc.type.redcolhttps://purl.org/redcol/resource_type/LIBspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAlexander, P. A., & Murphy, P. K. (1998). The research base for APA's learner-centered psychological principles. In How students learn: Reforming schools through learner-centered education, pp. 25-60, American Psychological Association.spa
dcterms.referencesBaker, T. and Clark, J. (2010) Co-operative learning – a double�����edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257–268.spa
dcterms.referencesBarrows, H. S. (1998). The essentials of problem-based learning. Journal of Dental Education, 62(9), 630–633.spa
dcterms.referencesBerry, W. (2008). Surviving Lecture: A Pedagogical Alternative. College Teaching, 56(3), 149–153.spa
dcterms.referencesBiggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Maidenhead: McGraw Hillspa
dcterms.referencesBligh, D. A. (2000). What’s the Use of Lectures?. San Francisco: Jossey-Bass.spa
dcterms.referencesBloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals. New York: D. McKayspa
dcterms.referencesBonwell, C. C. and Eison, J. A. (1991). Active learning: creating excitement in the classroom. AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass.spa
dcterms.referencesBrandes, D., & Ginnis, P. (1986). A guide to student-centred learning. London: Basil Blackwell Ltd.spa
dcterms.referencesBrookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey- Bass.spa
dcterms.referencesBrown, J. S., Collins, A. and Duguid, P., (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42.spa
dcterms.referencesBrown, R. (2011). Higher Education and the Market, New York: Routledgespa
dcterms.referencesBryson, C. and Hardy, C. (2011) Clarifying the concept of student engagement: A fruitful approach to underpin policy and practice. In: HEA Annual Conference 2011. Nottingham University, 5-6 th July 2011spa
dcterms.referencesBurgess, K. L. (2004). Is your case a problem?. Journal of STEM Education: Innovations and Research, 1/2, 42–44.spa
dcterms.referencesByrne, J. M. (1996). Religion and the Enlightenment: From Descartes to Kant. Westminster: John Knox Pressspa
dcterms.referencesCavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23–33.spa
dcterms.referencesClayson, D. E., & Haley, D. A. (2005). Marketing Models in Education: Students as Customers, Products, or Partners. Marketing Education Review, 15(1), 1-­‐10. Doi: 10.1080/10528008.2005.11488884spa
dcterms.referencesCoates, H. (2007). A Model of Online and General Campus-Based Student Engagement. Assessment and Evaluation in Higher Education, 32 (2), 121–141spa
dcterms.referencesCooper, J., and Robinson, P. (1998) Small group instruction in science, mathematics, engineering, and technology. Journal of College Science Teaching 27, 383spa
dcterms.referencesDavis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass Publishersspa
dcterms.referencesDillenbourg, P. (1999) What do you mean by collaborative learning? In: P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp.1-19). Oxford: Elsevier.spa
dcterms.referencesDoyle, T. (2008). Helping students learn in a learner-ce,i tered environment: A guide to facilitating learning in higher education. Sterling. VA: Stylus Pubspa
dcterms.referencesDoyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylusspa
dcterms.referencesDunn, R. (1990). Understanding the Dunn and Dunn learning style model and the need for individual diagnosis and prescription. Reading, Writing, and Learning Disabilities, pp. 224- 225.spa
dcterms.referencesEhrlich, T. (1998). Reinventing John Dewey's “pedagogy as a university discipline”. The Elementary School Journal, 98(5), 489–509spa
dcterms.referencesEntwistle, N. and Ramsden, P. (1983). Understanding Student Learning. London: Croom Helmspa
dcterms.referencesExley, K. (2010). Encouraging Active Learning in Lectures. All Ireland Journal of Learning and teaching in Higher Education (AISHE-J), 2(1).spa
dcterms.referencesFelder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43-47.spa
dcterms.referencesFink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma, 27(11).spa
dcterms.referencesFleming, N. (2001). Learning and teaching styles: VARK strategies. Christchurch, NZ: N.D Flemingspa
dcterms.referencesFreire, P. (2000). Pedagogy of the Oppressed 30th Anniversary Edition. New York: Continuum.spa
dcterms.referencesGoldfinch, J. and Hughes, M. (2007). Skills, Learning Styles and Successes of First Year Undergraduates. Active Learning in Higher Education, 8, 259-273.spa
dcterms.referencesHaidet, P., Morgan, R. O., O’Malley, K., Moran, B. J., and Richards, B. F. (2004). A Controlled Trial of Active Versus Passive Learning Strategies in a Large Group Setting. Advances in Health Sciences Education, 9(1), 15–27spa
dcterms.referencesHerron, S. (2009). From cookbook to collaborative: Transforming a university biology laboratory course. American Biology Teacher, 71(9), 548-552, doi: 10.1662/005.071.0909spa
dcterms.referencesHmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235–266.spa
dcterms.referencesHodgson, V. (2005). Lectures and the experience of relevance. In: Marton, F., Hounsell, D. and Entwistle, N., (Eds.), The Experience of Learning: Implications for teaching and studying in higher education. 3rd (Internet) edition, pp. 159- 171. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.spa
dcterms.referencesHoney, P., and Mumford, A. (1992) Manual of Learning Styles. Maidenhead: Peter Honey Publicationsspa
dcterms.referencesHooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.spa
dcterms.referencesKahn, P., & O’Rourke, K. (2005). Understanding enquiry-based learning. Handbook of Enquiry & Problem Based Learning, 1-12.spa
dcterms.referencesKain, D. J. (2003). Teacher-Centered versus Student-Centered: Balancing Constraint and Theory in the Composition Classroom. Pedagogy, 3(1), 104–108spa
dcterms.referencesKomarraju, M., & Karau, S. J. (2008). Relationships between the perceived value of instructional techniques and academic motivation. Journal of Instructional Psychology, 35, 70- 82.spa
dcterms.referencesKnowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs, NJ: Prentice Hall.spa
dcterms.referencesKolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. NJ, USA: Financial Times/Prentice Hall.spa
dcterms.referencesKuh, G.D. (2009). What Student Affairs Professionals Need to Know about Student Engagement. Journal of College Student Development, 50(6), 683–706.spa
dcterms.referencesLammers, W.J. & Murphy, J.J. (2002). A profile of teaching techniques used in the university classroom: A descriptive profile of a US public university. Active Learning in Higher Education, 3(1), 54-67.spa
dcterms.referencesLea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students' attitudes to student-centred learning: Beyond 'educational bulimia'?. Studies in Higher Education, 28(3), 321-334. http://dx.doi.org/10.1080/03075070309293spa
dcterms.referencesMacherner, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8, 9-30.spa
dcterms.referencesMacKenzie, A., Johnstone, A. H., and Brown, R. I. F. (2003) Learning from Problembased Learning. Undergraduate Chemistry Education, 7, 13–26.spa
dcterms.referencesMann, S. J. (2008). Study, Power and the University. The Society for Research into Higher Education. Berkshire, UK: OUP.spa
dcterms.referencesMansson, D. H. (2013). Assessing student learning in in tercultural communication: Implementation of three classroom assessment techniques. College Student Journal, 47, 343- 35 1.spa
dcterms.referencesMarton, F. and Säljö, R. (1976). On Qualitative Differences in Learning: I – Outcome and Process. British Journal of Educational Psychology, 46(1), 4–11.spa
dcterms.referencesMeltzer, D. E. and Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70, 639-654.spa
dcterms.referencesMestre, L. (2012). Designing Effective Library Tutorials. A guide for accommodating multiple learning styles. New Delhi: Chandos Publishingspa
dcterms.referencesMezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12spa
dcterms.referencesMichael, J. & Modell, H. I. (2003). Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner To Learn. Mahwah, NJ: Lawrence Earlbaum Associates.spa
dcterms.referencesMichael, J. A. (2001). In pursuit of meaningful learning. Advances in physiology Education, 25(3), 145-158.spa
dcterms.referencesMichael, J. A. (2004). Mental models and meaningful learning. Journal of veterinary medical education, 31(1), 1-5.spa
dcterms.referencesMillis, B. J. (2010). Cooperative learning in higher education: Across the disciplines, across the acade my. Sterling, VA: Stylusspa
dcterms.referencesMontgomery, T. (2008). Space matters, Experiences of managing static formal learning spaces. Active Learning in Higher Education, 9(2), 122–138.spa
dcterms.referencesNespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.spa
dcterms.referencesNovak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, 86(4), 548-571.spa
dcterms.referencesOldfield. P. (2008). Active Learning in History Seminars. Teaching and Learning in Action, 7(2), http://www.celt.mmu.ac.uk/ltia/issue16/oldfield.phpspa
dcterms.referencesO’Neill, G. and McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In: Emerging issues in the practice of university learning and teaching, pp. 27–36, Dublin: AISHE.spa
dcterms.referencesPage, M. (1990). Active Learning. Distributed by ERIC Clearinghouse.spa
dcterms.referencesPalmer, J. A. (2001). Fifty Major Thinkers on Education: From Confucius to Dewey. London: Routledgespa
dcterms.referencesPardjono, P. (2002). Aprendizaje activo: las perspectivas de Dewey, Piaget, Vygotsky y la teoría constructivista. Jurnal Ilmu Pendidikan Universitas Negeri Malang, 9(3). Doi:10.17977 / jip.v9i3.487.spa
dcterms.referencesPowell, K. C. & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.spa
dcterms.referencesPowell, W. W. & Snellman, K. (2004). The knowledge economy. Annual Review of Sociology. 30, 199-220.spa
dcterms.referencesPrince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.spa
dcterms.referencesRamsden, P. (2010). Learning to Teach in Higher Education. London: RoutledgeFspa
dcterms.referencesRamsden, P. (1992). Learning to Teach in Higher Education (1st ed). London: Routledgespa
dcterms.referencesRichardson, J. T. E. (2005). Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education. Educational Psychology, 25(6), 673– 680spa
dcterms.referencesRockwood, H. S. III (1995) Co-operative and collaborative learning. The national teaching and learning forum, 4(6), 8-9.spa
dcterms.referencesRogers, C. and Freiberg, H. J. (1994). Freedom to Learn. 3rd ed. New York: Macmillan College Publishing Companyspa
dcterms.referencesRogers, C. (1993) The interpersonal relationship in the facilitation of learning. In: R. Edwards, A. Hanson, and M. Thorpe (Eds.), Culture and Processes of Adult Learning: A Reader, pp. 228–242. London: Routledge.spa
dcterms.referencesSavin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Philadelphia, PA: SRHE and Open University Press.spa
dcterms.referencesSharan, Y. (2010) Co-operative learning: a diversified pedagogy for diverse classrooms. Intercultural Education, 21(3), 195.spa
dcterms.referencesStefani, L. (2009). Designing the Curriculum for Student Engagement. All Ireland Journal of Learning and teaching in Higher Education (AISHE-J), 1(1), pp. 1-13.spa
dcterms.referencesThornton, R. K. & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352spa
dcterms.referencesUno, G. (1990). Inquiry in the classroom. BioScience, 40(11), 841-843.spa
dcterms.referencesVygotsky, L. (1978). Mind in Society (New edition.). Cambridge, Mass: Harvard University Pressspa
dcterms.referencesWalczyk, J. J., & Ramsey, L. L. (2003). Use of learner�����centered instruction in college science and mathematics classrooms. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(6), 566-584spa
dcterms.referencesWeaver, G., Russell, C., & Wink, D. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577-580. Doi: 10.1038/nchembio1008-577spa
dcterms.referencesWood, W. (2009). Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental Biology, vol. 25, pp. 93-112, doi: 10.1146/annurev.cellbio.24.110707.175306spa
dcterms.referencesZhao, J. (2013). Confucius as a Critical Educator: Towards Educational Thoughts of Confucius. Frontiers Of Education In China, 8(1), 9-27. https://doi.org/10.1007/bf03396959spa
dcterms.referencesVagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson Universityspa
dcterms.referencesJoshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. Current Journal of Applied Science and Technology, 396-403.spa
dcterms.referencesVirla, M. Q. (2010). Confiabilidad y coeficiente Alpha de Cronbach. Telos, 12(2), 248- 252.spa
dcterms.referencesWessa P. (2017), Cronbach alpha (v1.0.5) in Free Statistics Software (v1.2.1), Office for Research Development and Education, URL https://www.wessa.net/rwasp_cronbach.wasp/spa
dcterms.referencesBonwell C. and Eison J. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Clearinghouse on Higher Education Washington DC. Washington DC.spa
dcterms.referencesBeyer, L. E. (1997). William Heard Kilpatrick (1871–1965). Prospects, 27(3), 468-485.spa
dcterms.referencesSharan, Y., & Sharan, S. (1987). Training teachers for cooperative learning. Educational Leadership, 45(3), 20-25.spa
dcterms.referencesFREIRE, P. (1996). Paulo. Pedagogia do oprimido, 17.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Archivos
Bloque original
Mostrando 1 - 1 de 1
Miniatura
Nombre:
Estudio sobre la aplicación del aprendizaje activo en entornos.pdf
Tamaño:
7.03 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
F.E.F. Libros