Resumen

ZEGARRA HIDALGO, David Adán  y  QUISPE ROMAN, Flor. The inverted classroom in the collaborative work of students at a Peruvian public university. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.31, pp.2433-2447.  Epub 16-Oct-2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i31.675.

Collaborative work is a fundamental part of effective learning. Students are no longer passive recipients of knowledge, but are required to actively participate in their learning process. Therefore, the objective of the study was to evaluate the impact of collaborative work in two different moments: before and after the inverted classroom intervention. The research was carried out with a group of 60 students from different specialties of the Universidad Nacional Mayor de San Marcos, in Peru, who were randomly assigned to two groups, experimental and control, with 30 students each. The independence of the sample was evaluated using the Mann-Whitney U test for independent samples and it was found that the differences in the post-test between the control (35.3) and experimental (53.9) groups were significant with a p-value of 0.000. This confirmed the research hypothesis, demonstrating that the inverted classroom as a pedagogical strategy improves the collaborative work of university students. It is concluded that the implementation of the flipped classroom can have a positive impact on teaching and learning, especially in the development of collaborative skills among university students.

Palabras clave : Inverted classroom; Higher education; Collaborative work.

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