<?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>1870-5308</journal-id>
<journal-title><![CDATA[CPU-e. Revista de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[CPU-e. Rev. Investig. Educ]]></abbrev-journal-title>
<issn>1870-5308</issn>
<publisher>
<publisher-name><![CDATA[Universidad Veracruzana, Instituto de Investigaciones en Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-53082018000100044</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias estudiantiles en la estrategia didáctica de aprendizaje invertido]]></article-title>
<article-title xml:lang="en"><![CDATA[Student experiences in the didactic strategy of flipped learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garduño Teliz]]></surname>
<given-names><![CDATA[Elvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dugua Chatagner]]></surname>
<given-names><![CDATA[Colette Marie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Escuela Superior Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Enfermería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<numero>26</numero>
<fpage>44</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-53082018000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-53082018000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-53082018000100044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de esta investigación es describir la aplicación del aprendizaje invertido como estrategia didáctica en estudiantes de Licenciatura en Ciencias de la Educación de la Universidad Autónoma de Guerrero. El aprendizaje invertido es un sistema de acciones centrado en los intereses de los estudiantes y su empoderamiento; reconoce su capacidad de tomar decisiones basadas en el compromiso de realizar acciones cognitivas simples y complejas a través de retos en espacios múltiples. Se aplicó la investigación proyectiva de carácter cualitativo basada en la observación participante de ambientes de aprendizaje mixtos en los que se realizaron actividades autogestivas y colaborativas. Los procesos reflexivos involucraron el análisis de contenido para identificar categorías en la planeación, implementación y evaluación de la estrategia. Los resultados revelan una corresponsabilidad formativa y a la vez contradictoria respecto a los roles y responsabilidades asumidos por los estudiantes; también identifican acciones de mejora para el aprendizaje invertido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this research is to describe the application of flipped learning as a didactic strategy in undergraduate students in Education Sciences of the Autonomous University of Guerrero. Flipped learning is a system of actions focused on the interests of students and their empowerment by recognizing their ability to make decisions based on the commitment to perform simple and complex cognitive actions through challenges in multiple spaces. Qualitative projective research was applied, based on participant observation of mixed learning environments in which self - management and collaborative activities were carried out. Reflective processes involved content analysis to identify categories in strategy planning, implementation, and evaluation. The results reveal a formative and at the same time contradictory responsibility towards the roles and responsibilities assumed by the students, they also identify improvement actions for flipped learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
</kwd-group>
</article-meta>
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