<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000200971</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i28.567</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aula invertida en el proceso de enseñanza y aprendizaje en Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Inverted classroom in the teaching y learning process in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sala de aula invertida no processo de ensino y aprendizagem no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Marjorie Argüello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Universitario Cordillera  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>28</numero>
<fpage>971</fpage>
<lpage>978</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000200971&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000200971&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000200971&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las TIC apoyan el quehacer educativo, fomenta en los estudiantes el trabajo autónomo y su interacción social, mediante redes sociales y ambientes virtuales de aprendizaje. Por ello, el objetivo del estudio es analizar los fundamentos teóricos del Aula Invertida como herramienta para mejorar el proceso de enseñanza y aprendizaje. Se realizó una revisión bibliográfica amparado en las categorías del Aula Invertida en educación superior, fundamentos y metodologías. Como referente se revisaron articulos de revistas, tesis, libros, entre otras fuentes bibliográficas. Se pudo concluir que una debilidad que presenta el aula invertida es que el estudiante asista sin revisión y entendimiento previo del tema; las metodologías buscan dar un giro a las clases tradicionales para que los estudiantes tengan un rol activo y manejen las nuevas tecnologías. Se procura promover la implementación de Aula Invertida en el ámbito educativo superior, considerando beneficios de incorporarla para que favorezca el quehacer docente y para los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT ICT support the educational task, encourage students to work autonomously and their social interaction, through social networks and virtual learning environments. Therefore, the objective of the study is to analyze the theoretical foundations of the Inverted Classroom as a tool to improve the teaching and learning process. A bibliographic review was carried out under the categories of the Inverted Classroom in higher education, fundamentals and methodologies. As a reference, journal articles, theses, books, among other bibliographic sources were reviewed. It could be concluded that a weakness of the inverted classroom is that the student attends without previous review and understanding of the subject; the methodologies seek to give a twist to traditional classes so that students have an active role and manage new technologies. We seek to promote the implementation of the inverted classroom in higher education, considering the benefits of incorporating it so that it favors the teaching task and the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As TIC apoiam a tarefa educacional, incentivam os alunos a trabalhar de forma independente e sua interação social, por meio de redes sociais e ambientes virtuais de aprendizagem. Portanto, o objetivo do estudo é analisar os fundamentos teóricos da sala de aula invertida como uma ferramenta para melhorar o processo de ensino e aprendizagem. Foi realizada uma revisão da literatura sob as categorias de sala de aula invertida no ensino superior, fundamentos e metodologias. Artigos de periódicos, teses, livros e outras fontes bibliográficas foram revisados como referências. Concluiu-se que um ponto fraco da sala de aula invertida é o fato de o aluno participar sem revisão e compreensão prévia da matéria; as metodologias buscam dar uma guinada nas aulas tradicionais para que os alunos tenham um papel ativo e lidem com as novas tecnologias. O objetivo é promover a implementação da sala de aula invertida no ensino superior, considerando os benefícios de sua incorporação para favorecer o ensino e os alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Metodología activa]]></kwd>
<kwd lng="en"><![CDATA[Inverted Classroom]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Active Methodology]]></kwd>
<kwd lng="pt"><![CDATA[Sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia ativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel-Novak-Hanesian]]></surname>
</name>
</person-group>
<source><![CDATA[Psicología Educativa: Un punto de vista cognoscitivo. 2° Ed.TRILLAS México]]></source>
<year>1983</year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baldeón Egas]]></surname>
<given-names><![CDATA[P. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Albuja Mariño]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivero Padrón]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las Tecnologías de la Información y la Comunicación en la gestión estratégica universitaria: experiencias en la Universidad Tecnológica Israel]]></article-title>
<source><![CDATA[Revista Conrado]]></source>
<year>2019</year>
<volume>15</volume>
<numero>68</numero>
<issue>68</issue>
<page-range>83-8</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baltasar]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA["Aula invertida" propuesta de intervención educativa para el módulo de Fisiopatología en Formación Profesional Ciclo Formativo de Grado Superior. Trabajo de Fin de máster]]></source>
<year>2019</year>
<publisher-name><![CDATA[Universidad de la Rioja]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bergmann]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sams]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Flip your classroom: Reach every student in every class everyday. International Society for Technology in Education. Association for Supervision and Curriculum Development]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echazarra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["¿Cómo ha cambiado el uso de Internet entre 2012 y 2015?", PISA in Focus, No. 83]]></article-title>
<source><![CDATA[OECD Publishing, París]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<collab>FLN</collab>
<source><![CDATA[Definition of Flipped Learning]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[MK]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[SM]]></given-names>
</name>
<name>
<surname><![CDATA[Khera]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
<name>
<surname><![CDATA[Getman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The experience of three flipped classroom in an urban university: an exploration og design principles. Internet higher. Educ]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Network]]></surname>
<given-names><![CDATA[F. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The four pillars of FLIP]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[El constructivismo como teoría y método de enseñanza. Sophia. Colección de Filosofía de la Educación]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Siemens]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Conectivism: learning and knowledge today]]></source>
<year>2006</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
