<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000100214</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Del aprendizaje tradicional al aprendizaje invertido como continuidad del proceso educativo en contexto de COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Da aprendizagem tradicional à aprendizagem invertida como uma continuidade do processo educativo no contexto da COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[From traditional learning to Flipped learning as a continuity of the educational process in the context of COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Polanco Garay]]></surname>
<given-names><![CDATA[Leodanny Wuilber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moré Soto]]></surname>
<given-names><![CDATA[Dailien]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Informáticas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>214</fpage>
<lpage>226</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta crisis sanitaria que impacta al mundo entero ha provocado en la docencia una enorme oportunidad para repensar la forma en que se concibe y ejerce el proceso de enseñanza, para reflexionar sobre dónde y cómo se enseña y mejorar ambas dimensiones de la práctica educativa cuando se retome la presencialidad. Muchos docentes y estudiantes debieron reaprender una nueva manera de acceder al conocimiento y de interactuar en el ciberespacio. El objetivo de este trabajo es exponer la experiencia de utilización del método de aprendizaje invertido en la continuidad de la asignatura Introducción a las Ciencias Informáticas II, impartida a los estudiantes de primer año en la Facultad 3 pertenecientes a la Universidad de Ciencias Informáticas, en el actual contexto de COVID-19. En este proceso se generaron espacios de acompañamiento a los estudiantes, materiales didácticos y se obtuvieron otros resultados como la atención integral a las necesidades educativas del grupo y de cada estudiante en particular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta crise sanitária que afeta o mundo inteiro provocou no ensino uma enorme oportunidade de repensar a forma como o processo de ensino é concebido e exercido, de refletir sobre onde e como ensinar e de melhorar ambas as dimensões da prática educativa quando a presencialidade é retomada. Muitos professores e estudantes tiveram de reaprender uma nova forma de aceder ao conhecimento e de interagir no ciberespaço. O objectivo deste trabalho é expor a experiência da utilização do método de aprendizagem invertida na continuidade da disciplina Introdução à Informática II, ensinada aos alunos do primeiro ano da Faculdade 3 da Universidade de Informática, no contexto atual da COVID-19. Neste processo, foram gerados espaços de acompanhamento aos estudantes, materiais didáticos e obtidos outros resultados, tais como a atenção integral às necessidades educativas do grupo e de cada estudante em particular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This health crisis that impacts the entire world has caused an enormous opportunity in teaching to rethink the way in which the teaching process is conceived and exercised, to reflect on where and how it is taught and to improve both dimensions of educational practice when the presence will be resume. Many teachers and students had to relearn a new way of accessing knowledge and interacting in cyberspace. The objective of this work is to present the experience of using the inverted learning method in the continuity of the subject "Introduction to Computer Science II", taught to first-year students in Faculty 3 belonging to the University of Computer Sciences, in the current context of COVID-19. In this process, support spaces were generated for the students, didactic materials and other results were obtained, such as comprehensive attention to the educational needs of the group and of each student in particular.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje invertido]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[teleformación]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem invertida]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[tele formação]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[tele training]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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