<?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>2683-2208</journal-id>
<journal-title><![CDATA[Revista panamericana de comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. panam. comun.]]></abbrev-journal-title>
<issn>2683-2208</issn>
<publisher>
<publisher-name><![CDATA[Centros Culturales de México A.C., Universidad Panamericana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2683-22082021000100102</article-id>
<article-id pub-id-type="doi">10.21555/rpc.v0i1.2355</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La efectividad del aula invertida en línea como estrategia didáctica a distancia para la educación superior, durante la cuarentena por COVID19: un estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[The effectiveness of the Online Flipped Classroom as a didactic strategy for distance education in higher education during the COVID19 quarantine: A case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Luis Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Panamericana  ]]></institution>
<addr-line><![CDATA[ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>3</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2683-22082021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2683-22082021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2683-22082021000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. La cuarentena provocada por la pandemia de COVID19 de 2020 forzó a trasladar súbitamente la educación a un modelo a distancia en todo el mundo. Pronto se hicieron evidentes algunas deficiencias de este nuevo sistema: poca calidad de aprendizaje, dificultad para mantener la atención, excesiva carga de trabajo, cansancio físico. En este contexto, resulta importante identificar las mejores estrategias educativas que ayuden a mejorar la calidad de la educación a distancia y la experiencia de los estudiantes, lo que será de utilidad no sólo para la realidad inmediata sino para el futuro después de la crisis sanitaria. Esta investigación analiza la efectividad de la estrategia de aula invertida como alternativa didáctica para la educación a distancia durante la cuarentena, en el caso de dos materias de la Licenciatura en Comunicación. Tras una experiencia de un semestre siguiendo este modelo, los alumnos reportaron resultados positivos en la calidad de su aprendizaje, la percepción de su carga de trabajo, satisfacción por la materia, aumento de interés en la materia, entre otros indicadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The quarantine motivated by the 2020 COVID pandemic forced education to adapt to an online model in very little time. Soon, many deficiencies of this change became evident: poor quality of learning, difficulties to maintain attention in class, excessive workload, and physical burnout. In this context, it is important to identify the best educational strategies that help to improve both the quality of online education and the students&#8217; experience, which will be useful not only for this immediate situation but for the post pandemic future as well. This research analyzes the effectiveness of the flipped classroom model as a didactic alternative for online education during the quarantine, in university students. After an experience of one semester in a flipped classroom model, students reported positive results in quality of learning, workload perception, learning satisfaction, and increased interest in learning, among other indicators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[COVID 19]]></kwd>
<kwd lng="es"><![CDATA[estudio de caso]]></kwd>
<kwd lng="es"><![CDATA[en línea]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[case study]]></kwd>
<kwd lng="en"><![CDATA[online]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[A&#351;&#305;ksoy]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Sorakin]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of clicker-aided flipped classroom model on learning achievement, physics anxiety and student&#8250; perceptions]]></article-title>
<source><![CDATA[International Online Journal of Education and Teaching]]></source>
<year>2018</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>334-46</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<source><![CDATA[Flipped Learning Network]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasparini]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design and assessment of flipped instruction: A study of student learning and perceptions in higher education]]></article-title>
<source><![CDATA[Form@ reOpen Journal per la formazione in rete]]></source>
<year>2020</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>220-36</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaughan]]></surname>
<given-names><![CDATA[J.E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The flipped classroom in World History]]></article-title>
<source><![CDATA[The History Teacher]]></source>
<year>2014</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>221-44</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gisondo]]></surname>
<given-names><![CDATA[C.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Weiner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Stanley]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Video and Case-Based Transport Curriculum for Neonatal-Perinatal Medicine Trainees Using a Flipped Classroom Methodology]]></article-title>
<source><![CDATA[MedEdPORTAL : The Journal of Teaching and Learning Resources]]></source>
<year>2021</year>
<volume>17</volume>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gordon]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy, 1-24. Jiang, M. (2020, April 22). Video chat is helping us stay employed and connected. But what makes it so tiring - and how can we reduce &#8216;Zoom fatigue&#8217;? British Broadcasting Corporation (BBC)]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guraya]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation]]></article-title>
<source><![CDATA[Journal of Taibah University Medical Sciences]]></source>
<year>2020</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>253-4</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haave]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Vold]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[E-Learning and Online Quizzing: Pedagogical Effects of the Corona Crisis]]></source>
<year>2020</year>
<conf-name><![CDATA[ Proceedings of the European Conference on E-Learning]]></conf-name>
<conf-loc> </conf-loc>
<page-range>229-34</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hew]]></surname>
<given-names><![CDATA[K.F.]]></given-names>
</name>
<name>
<surname><![CDATA[Jia]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonda]]></surname>
<given-names><![CDATA[D.E.]]></given-names>
</name>
<name>
<surname><![CDATA[Bai]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transitioning to the &#8220;new normal&#8221; of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms]]></article-title>
<source><![CDATA[International Journal of Educational Technology in Higher Education]]></source>
<year>2020</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>INEGI</collab>
<source><![CDATA[&#8220;Matrícula escolar por entidad federativa según nivel educativo, ciclos escolares seleccionados 2000/2001 a 2019/2020&#8221;]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lopez-Perez]]></surname>
<given-names><![CDATA[M.V.]]></given-names>
</name>
<name>
<surname><![CDATA[Perez-Lopez]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodriguez-Ariza]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Blended learning in higher education: Students&#8250; perceptions and 105 their relation to outcomes. (Report)]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2011</year>
<volume>56</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>818-26</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#8250;Flaherty]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Phillips]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of flipped classrooms in higher education: A scoping review]]></article-title>
<source><![CDATA[The Internet and Higher Education]]></source>
<year>2015</year>
<volume>25</volume>
<page-range>85-95</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Onecha Pérez]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Berbegal Mirabent]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La versatilidad del método de la clase invertida: Estudio de un caso de aplicación durante la crisis de la covid-19]]></article-title>
<source><![CDATA[Revista de Docencia Universitaria]]></source>
<year>2020</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>49-66</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Petersson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hatakka]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Chatzipetrou]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Students Perception on Group Workshops: A Comparison Between Campus-Based and Online Workshops]]></source>
<year>2020</year>
<conf-name><![CDATA[ Proceedings of the European Conference on E-Learning]]></conf-name>
<conf-loc> </conf-loc>
<page-range>397-405</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roy]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Ray]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Saha]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ghosal]]></surname>
<given-names><![CDATA[A.K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Study on Students&#8217; Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch]]></article-title>
<source><![CDATA[Journal of Clinical &amp; Diagnostic Research]]></source>
<year>2020</year>
<volume>14</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1-4</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Singh]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Arya]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis]]></article-title>
<source><![CDATA[Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology]]></source>
<year>2020</year>
<volume>48</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>502-3</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipped Learning during a Global Pandemic: Empowering Students with Choice]]></article-title>
<source><![CDATA[International Journal of Multidisciplinary Perspectives in Higher Education]]></source>
<year>2020</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>100-5</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Talbert]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Flipped learning: A guide for faculty teaching face-toface, online, and hybrid courses]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Alten]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Phielix]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Janssen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kester]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2019</year>
<numero>28</numero>
<issue>28</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wanner]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Palmer]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2015</year>
<volume>88</volume>
<page-range>354</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
