@misc{https://doi.org/10.71486/qxaw-jq32,<br/><span class="tab"></span>
  doi = {10.71486/QXAW-JQ32},<br/><span class="tab"></span>
  url = {http://hdl.handle.net/10259/5840},<br/><span class="tab"></span>
  author = {SAIZ MANZANARES,<br/><span class="tab"></span> MARIA CONSUELO and R. Casanova,<br/><span class="tab"></span> Joana and Lencastre,<br/><span class="tab"></span> Jose Alberto and Almeida,<br/><span class="tab"></span> Leandro and Martín-Antón,<br/><span class="tab"></span> Luis J.},<br/><span class="tab"></span>
  keywords = {online learning,<br/><span class="tab"></span> technology innovation,<br/><span class="tab"></span> satisfaction,<br/><span class="tab"></span> project based learning,<br/><span class="tab"></span> flipped classroom,<br/><span class="tab"></span> digital competence},<br/><span class="tab"></span>
  language = {es},<br/><span class="tab"></span>
  title = {Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año),<br/><span class="tab"></span> covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje},<br/><span class="tab"></span>
  publisher = {Universidad de Burgos},<br/><span class="tab"></span>
  year = {2021},<br/><span class="tab"></span>
  copyright = {Creative Commons Attribution Non Commercial No Derivatives 3.0 Unported}
}