<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722019000200116</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2019.28.432</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metodología flipped classroom en la enseñanza universitaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metodología flipped classroom no ensino universitário]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped Classroom Methodology in University Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canales-Ronda]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Fernández]]></surname>
<given-names><![CDATA[Asunción]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València Facultad de Economía Departamento de Comercialización e Investigación de Mercados]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Facultad de Economía Departamento de Comercialización e Investigación de Mercados]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>28</numero>
<fpage>116</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722019000200116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722019000200116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722019000200116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Pese a los cambios acontecidos en los hábitos y comportamiento de los estudiantes del siglo XXI en términos de interactividad y flexibilidad, en el ámbito universitario sigue predominando la metodología tradicional de clase magistral, por lo que es necesario profundizar tanto en la aplicación de nuevas metodologías como en la valoración de los alumnos sobre la utilidad de las mismas. En este contexto, el objetivo principal de este trabajo consiste en analizar la aplicación de la metodología flipped classroom. Para poder alcanzar el objetivo previsto, se ha trabajado con diferentes grupos de alumnos a través de dos experiencias, role playing y concurso. Los resultados obtenidos, a partir de un cuestionario ad-hoc, nos han permitido observar efectos positivos directos que han afectado a la mejora en la percepción del aprendizaje y de la satisfacción del alumnado de las asignaturas donde se puso en marcha, también esta metodología ha reforzado el trabajo en equipo dentro de un clima distendido y motivador, incrementando el dinamismo y la interacción en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apesar das mudanças acontecidas nos hábitos e comportamento dos estudantes do século XXI em termos de interatividade e flexibilidade, no âmbito universitário continua predominando a metodologia tradicional de classe magistral, assim, é necessário aprofundar tanto na aplicação de novas metodologias como na avaliação dos alunos sobre a utilidade das mesmas. Neste contexto, o objetivo principal deste trabalho consiste em analisar a aplicação da metodologia flipped classroom. Para poder atingir o objetivo previsto, se trabalhou com diferentes grupos de alunos através de dois experiências, role playing e concurso. Os resultados obtidos, a partir de um questionário ad-hoc, nos permitiu observar efeitos positivos diretos que tem afetado à melhora na percepção da aprendizagem e da satisfação dos alunos dos cursos onde se aplicou tal metodologia, também esta metodologia tem reforçado o trabalho em equipe dentro de um clima distendido e motivador, incrementando o dinamismo e a interação na aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In spite of the changes in the habits and behaviour of 21st century students in terms of interactivity and flexibility, the traditional masterclass methodology still prevails in the university environment; this means that it is necessary to deepen both the application of new methodologies and the students&#8217; assessment of their usefulness. In this context, the main objective of this work consists of analyzing the application of the flipped classroom methodology. In order to achieve the planned objective, we have worked with different groups of students by means of two experiences, role playing and competition. The results obtained from an ad-hoc questionnaire have allowed us to observe direct positive effects that have affected the improvement in the perception of learning and student satisfaction of the subjects where it was implemented; besides, this methodology has reinforced teamwork within a relaxed and motivating climate, increasing dynamism and interaction in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[métodos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[innovación docente]]></kwd>
<kwd lng="es"><![CDATA[trabajo en equipo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="pt"><![CDATA[métodos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[inovação docente]]></kwd>
<kwd lng="pt"><![CDATA[trabalho em equipe]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem ativa]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="en"><![CDATA[learning methods]]></kwd>
<kwd lng="en"><![CDATA[teaching innovation]]></kwd>
<kwd lng="en"><![CDATA[teamwork]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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