<?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>S1815-76962022000100228</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje basado en la aplicación del modelo de Aula Invertida en estudiantes universitarios]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem baseada na aplicação do modelo Flipped Classroom em estudantes universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning based on the application of the Flipped Classroom model in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bulege Gutiérrez]]></surname>
<given-names><![CDATA[Wilfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristóbal Tembladera]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coronel Capacyachi]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[ Huancayo]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>228</fpage>
<lpage>238</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El Aula Invertida es una metodología que combina el e-learning y el aula presencial, siendo su propósito mejorar el aprendizaje, al permitir que los estudiantes controlen el tiempo y el ritmo de su aprendizaje en línea y maximicen su aprendizaje activo. El objetivo fue determinar el nivel de aprendizaje de los estudiantes de la Universidad Continental utilizando el modelo tradicional comparado con el Aula Invertida. La metodología estuvo basada en la participación de estudiantes en dos grupos: un Grupo de Control, que desarrolló sus sesiones tradicionalmente, y otro Grupo Experimental, al que se aplicó el modelo de Aula Invertida. La población estuvo compuesta por 240 estudiantes varones y mujeres de diversas carreras profesionales; la muestra fue no probabilística, por conveniencia, con un tamaño de 159 estudiantes, 80 (Grupo de Control) y 79 (Grupo Experimental); para la medición de los aprendizajes se aplicó una prueba pedagógica de 20 items. Entre los resultados se tiene que: el aprendizaje de los estudiantes del GC, basado en el método tradicional, obtuvo una media de la postprueba de 13.09; y el Grupo Experimental, basada en el Aula Invertida, obtuvo 14.44, mayor al Grupo de Control. Respecto a las calificaciones, el mayor puntaje de la postprueba corresponde al Grupo Experiemental (19), y en el Grupo de Control (18); la desviación estándar muestra que los resultados del GE son menores. En conclusión, existe una diferencia significativa entre el aprendizaje basado en el Aula Invertida respecto al aula tradicional, corroborado con el valor-p de 1.543e-08, menor a la significancia de 0.05.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Flipped Classroom é uma metodologia que combina o e-learning e a sala de aula presencial, com o objetivo de melhorar a aprendizagem, permitindo que os alunos controlem o tempo e o ritmo da sua aprendizagem online e maximizem a sua aprendizagem ativa. O objetivo foi determinar o nível de aprendizagem dos alunos da Universidade Continental utilizando o modelo tradicional comparado com a Flipped Classroom. A metodologia baseou-se na participação dos alunos em dois grupos: um Grupo de Controlo, que desenvolvia as suas sessões de forma tradicional, e outro Grupo Experimental, ao qual foi aplicado o modelo Flipped Classroom. A população foi composta por 240 alunos e alunas de diversas carreiras profissionais; a amostra foi não probabilística, por conveniência, com tamanho de 159 alunos, sendo 80 (Grupo Controle) e 79 (Grupo Experimental); Para medir a aprendizagem, foi aplicado um teste pedagógico de 20 itens. Dentre os resultados temos que: a aprendizagem dos alunos do GC, com base no método tradicional, obteve média pós-teste de 13,09; e o Grupo Experimental, baseado na Flipped Classroom, obteve 14,44, superior ao Grupo Controle. Em relação às qualificações, a maior pontuação no pós-teste corresponde ao Grupo Experimental (19) e ao Grupo Controle (18); o desvio padrão mostra que os resultados do EG são menores. Concluindo, existe uma diferença significativa entre a aprendizagem baseada na Flipped Classroom em comparação com a sala de aula tradicional, corroborada com o valor de p de 1,543e-08, inferior à significância de 0,05.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The flipped classroom is a learning methodology that combines e-learning and the face-to-face classroom, its purpose is to improve learning by allowing students to control the time and pace of their online learning and maximize their active learning. The objective was to determine the level of learning of the students of the Continental University using the traditional model compared to the flipped classroom. The methodology was based on the participation of students in two groups, a Control Group who developed their sessions traditionally, and an Experimental Group to whom the flipped classroom model was applied; the population consisted of 240 male and female students from various professional careers; the sample was non-probabilistic, for convenience, with a size of 159 students, 80 (Control Group) and 79 (Experimental Group), for the measurement of learning a pedagogical test of 20 items was applied. Among the results, the learning results of the students of the Control Group based on the traditional method obtained a post-test mean of 13.09, and the Experimental Group based on the flipped classroom obtained 14.44, higher than the Control Group. Regarding the qualifications, the highest score of the post-test corresponds to the Experimental Group (19), and in the Control Group (18); the standard deviation shows that the EG results are lower. In conclusion, there is a significant difference between learning based on the flipped classroom compared to the traditional classroom, corroborated with the p-value of 1.543e-08 less than the significance of 0.05.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Aula Invertida]]></kwd>
<kwd lng="es"><![CDATA[modelo de enseñanza tradicional]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[modelo de ensino tradicional]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[traditional teaching model]]></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[Appleyard]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using a flipped classroom approach in medical education: a medical students' perspective]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2020</year>
<volume>42</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>839-40</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología Educativa: Un punto de vista cognoscitivo.]]></source>
<year>1983</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Trillas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Adquisición y retención del conocimiento. Una perspectiva cognitiva]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Belfi]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bartolotta J.]]></surname>
<given-names><![CDATA[Giambrone A. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["Flipping" the Introductory Clerkship in Radiology Impact on Medical Student Performance and Perceptions]]></article-title>
<source><![CDATA[Academic Radiology]]></source>
<year>2015</year>
<volume>22</volume>
<numero>6</numero>
<issue>6</issue>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Monrouxe]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lu]]></surname>
<given-names><![CDATA[Y. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic outcomes of flipped classroom learning: a meta-analysis]]></article-title>
<source><![CDATA[Med Educ.]]></source>
<year>2018</year>
<volume>52</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>910-24</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[L. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students]]></article-title>
<source><![CDATA[Anat Sci Educ.]]></source>
<year>2018</year>
<volume>11</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>565 574</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dominguez]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sierra]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pepín]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moros]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Villarraga]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of the Extended Inverted Classroom on clinical simulation for the resuscitation of traumapatients: Pilot study of student perceptions of learning]]></article-title>
<source><![CDATA[Scientific and Technological Research]]></source>
<year>2017</year>
<volume>45</volume>
<page-range>4-11</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la Investigación]]></source>
<year>2014</year>
<edition>4ta</edition>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Mc Graw Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hu]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Song]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2019</year>
<volume>19</volume>
<numero>290</numero>
<issue>290</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hughes]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does the flipped classroom improve exam performance in medical education? A systematic review]]></article-title>
<source><![CDATA[MedEdPublish]]></source>
<year>2017</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[King]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gottlieb]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mitzman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipping the Classroom in Graduate Medical Education: A Systematic Review.]]></article-title>
<source><![CDATA[Journal of Graduate Medical Education]]></source>
<year>2019</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>18 29</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez Serrano]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dale la vuelta a tu clase]]></article-title>
<source><![CDATA[Revista Digital de Educación y Formación del Profesorado]]></source>
<year>2019</year>
<volume>16</volume>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roig-Vila]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Docencia Universitaria. Diseñando el futuro a partir de la innovación educativa]]></source>
<year>2017</year>
<publisher-name><![CDATA[Octaedro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sablan]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Prudente]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Traditional and Flipped Learning: Which Enhances Students' Academic Performance Better?]]></article-title>
<source><![CDATA[International Journal of Information and Education Technology]]></source>
<year>2022</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>54-9</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sanchez-Cruzado]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Compaña]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Palmero]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiencias reales de Aula Invertida como estrategia Metodológica en la Educación Universitaria española.]]></article-title>
<source><![CDATA[Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla]]></source>
<year>2019</year>
<volume>49</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>39-58</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandrone]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Berthaud]]></surname>
<given-names><![CDATA[J. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Carlson]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strategic Considerations for Applying the Flipped Classroom to Neurology Education]]></article-title>
<source><![CDATA[Annals of Neurology]]></source>
<year>2019</year>
<volume>87</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>49</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tucker]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[The flipped classroom]]></source>
<year>2012</year>
<publisher-name><![CDATA[Education Next]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivera]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Nolla]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Vialart]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aula Invertida, nueva estrategia didáctica]]></article-title>
<source><![CDATA[Educación Médica Superior]]></source>
<year>2016</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>678-88</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Viera]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aprendizaje verbal significativo de Ausubel. Algunas consideraciones desde el enfoque histórico cultural]]></article-title>
<source><![CDATA[Universidades]]></source>
<year>2003</year>
<page-range>37-43</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
