<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662019000200593</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de la estrategia aula invertida en escenarios universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of the Strategy of Flipped Classrooms in University Settings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaviria Rodríguez]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arango Arango]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia Arias]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bran Piedrahita]]></surname>
<given-names><![CDATA[Lemy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Metropolitano Facultad de Ciencias Económicas y Administrativas ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación Universitaria Americana Facultad de Ingenierías ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación Universitaria Católica del Norte Coordinación de Investigaciones ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>81</numero>
<fpage>593</fpage>
<lpage>614</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662019000200593&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662019000200593&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662019000200593&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estudio realizado en la ciudad de Medellín, Colombia, para analizar la percepción de estudiantes universitarios sobre el método de aula invertida en los cursos de formación profesional. Participaron 15 estudiantes, quienes durante un semestre académico cursaron una de sus asignaturas bajo dicha estrategia pedagógica. En general, hubo una buena aceptación, la consideraron útil tanto para promover la participación en el aula como para mejorar la comprensión de los conceptos abordados. Ante estos resultados puede concluirse que aplicar este método apropiadamente demanda una planificación apoyada en las tecnologías emergentes, combinándolas con estrategias que promueven la comprensión, el desarrollo de competencias y habilidades de trabajo en equipo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a study conducted in Medellin, Colombia, to analyze university students&#8217; perceptions of flipped classrooms in required university courses. The participants were fifteen students who took a course with a flipped classroom for one semester. In general, student acceptance was good, as students considered the method useful for promoting classroom participation as well as comprehending concepts. Given these results, the conclusion is that using a flipped classroom appropriately demands planning that is supported by emerging technologies; and that these technologies must be combined with strategies that promote comprehension, the development of skills, and teamwork.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[didáctica universitaria]]></kwd>
<kwd lng="es"><![CDATA[educación activa]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="en"><![CDATA[methods of teaching]]></kwd>
<kwd lng="en"><![CDATA[independent learning]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[active education]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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