<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000200020</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-2.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposal of a Technology Model for Flipped Classroom (T-FliC) in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Proposta de um modelo tecnológico para sala de aula invertida (T-FliC) no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basso-Aránguiz]]></surname>
<given-names><![CDATA[Matilde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo-Molina]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Riquelme]]></surname>
<given-names><![CDATA[Antonella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraga-Contreras]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Liceo Los Andes  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Escuela Parroquial Domingo Savio  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>20</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000200020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presenta una propuesta de modelo tecnológico para Flipped Classroom (FC) o aula invertida, denominado T-FliC. El objetivo es dar un soporte mediado por las tecnologías de la información y comunicación (TIC) al modelo pedagógico homónimo existente, para ser considerado en futuras implementaciones en asignaturas de distintos niveles de formación en educación superior. T-FliC se basa, fundamentalmente, en la utilización de recursos tecnológicos gratuitos, teniendo como base las aplicaciones de Google (Classroom, Drive y Youtube, entre otras), debido a su uso masivo por parte de estudiantes y docentes, lo que posibilita replicar este modelo en distintos contextos educativos. T-FliC incorpora cinco fases mediadas por las TIC, que van desde la planificación de las actividades de enseñanza-aprendizaje hasta la evaluación continua de los aprendizajes. En su implementación, el modelo T-FliC considera una clase digital (aprendizaje fuera del aula) con la orientación asincrónica de personal tutor virtual, un taller que comprende el desarrollo de actividades dinámicas para el trabajo colaborativo (aprendizaje en el aula) con la guía de personal tutor presencial y un proceso evaluativo permanente y continuo mediado por herramientas tecnológicas tales como teclera, portafolio y foro que permitirá tener el registro digital de la ruta de aprendizaje del estudiantado. Este artículo incluye una revisión bibliográfica acerca del rol de las TIC en los procesos educativos y de los fundamentos de la metodología Flipped Classroom (FC). Se incorporan antecedentes de experiencias de implementación de FC en educación superior, seguido de la presentación del modelo T-FliC como una propuesta tecnológica para esta metodología. Finalmente, en las conclusiones se presentan reflexiones sobre la propuesta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho apresenta uma proposta de modelo tecnológico para sala de aula invertida chamada T-FliC. O objetivo é dar um suporte, por meio das tecnologias da informação e comunicação (TIC), para o modelo pedagógico homônimo existente, a ser considerado em futuras implementações nas matérias de diferentes níveis de formação do ensino superior. T-FliC baseia-se principalmente no uso de recursos tecnológicos gratuitos, fundamentado em aplicações de Google (Sala de Aula, Drive e YouTube, entre outras), por causa de ser bastante utilizado por estudantes e professores, permitindo replicar este modelo em diferentes contextos educacionais. T-FliC incorpora cinco fases mediadas pelas TIC, que vão desde o planejamento das atividades de ensino-aprendizagem até a avaliação contínua das aprendizagens. Na sua implementação, o modelo T-FliC considera uma aula digital (aprendizagem fora da sala de aula) com orientação a sincrônica de um tutor virtual pessoal, uma oficina envolvendo o desenvolvimento de atividades dinâmicas para o trabalho colaborativo (aprendizagem em sala de aula), com orientação do tutor presencial e um processo de avaliação permanente e contínua mediada por ferramentas tecnológicas, como teclado, pasta e bloco que permite o registro digital do caminho de aprendizagem dos estudantes. Este artigo inclui uma revisão da literatura sobre o papel das TIC na educação e na base da metodologia da sala de aula invertida. São incorporados também os antecedentes de experiências de implementação de aula invertida no ensino superior, seguido da apresentação do modelo T-FliC como uma proposta tecnológica para essa metodologia. Finalmente, as reflexões sobre esta proposta encontram-se nas conclusões.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[flipped classroom]]></kwd>
<kwd lng="es"><![CDATA[modelo tecnológico]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[technology model]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[modelo tecnológico]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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