<?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>S1409-42582025000100117</article-id>
<article-id pub-id-type="doi">10.15359/ree.29-1.18524</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A Seminar on Music Research in Higher Education and the Flipped Classroom: An Action Research Project]]></article-title>
<article-title xml:lang="es"><![CDATA[Un seminario sobre investigación musical en la educación superior y el aula invertida: un proyecto de investigación-acción]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um seminário sobre pesquisa musical no ensino superior e sala de aula invertida: um projeto de pesquisa-ação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capistrán-Gracia]]></surname>
<given-names><![CDATA[Raúl Wenceslao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perakaki]]></surname>
<given-names><![CDATA[Elissavet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ Aguascalientes]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,National and Kapodistrian University of Athens  ]]></institution>
<addr-line><![CDATA[Athens ]]></addr-line>
<country>Greece</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>117</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582025000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The compulsory Seminars on Music Research I and II in the Bachelor of Music program at the Autonomous University of Aguascalientes (UAA) aim to introduce students to the field of research. However, the methods instructors employed have not fully met expectations in terms of engaging students and promoting their active participation in class activities and assignments. Researchers implemented the Flipped Classroom (FC) to explore alternative pedagogical strategies and help students approach music research methods more effectively.  Objective.  This study aimed to examine the feasibility of implementing FC in the Music Research Seminar I and the benefits and challenges for both instructors and students.  Methodology.  The methodology used was action research. Data collection methods included a field diary, non-participant and participant observations, and feedback from a critical friend. An ad hoc survey was designed to evaluate the overall intervention and assess the achievement of the study&#8217;s objective.  Results.  The FC approach enabled students to develop a deeper understanding of research methods and tools in music, exchange ideas and questions, and foster a collaborative environment among students and the instructor. The most notable outcome was students&#8217; perception that they could manage their time and work at their own pace.  Conclusion.  The FC pedagogical strategy proved to be an effective approach for fostering students&#8217; interest in the class, developing their music research skills, and enhancing their metacognitive abilities. Finally, students need time to adapt to a new learning structure and estimate its benefits. Future research could explore the long-term impact of implementing FC and compare teaching approaches to adapt them to students&#8217; learning needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  Los Seminarios de Investigación Musical I y II en la Licenciatura en Música de la Universidad Autónoma de Aguascalientes (UAA) tienen como finalidad iniciar a estudiantes en el campo de la investigación; sin embargo, las estrategias implementadas por el personal docente para promover el interés de las personas estudiantes y fomentar su participación activa en clase no cumplieron totalmente con sus expectativas. El personal investigador implementó el enfoque del aula invertida o flipped classroom (FC) para encontrar formas alternativas de enseñar y ayudar a estudiantes a abordar los métodos de investigación musical de manera más efectiva.  Objetivo.  El objetivo principal de la investigación fue explorar la viabilidad de la implementación del enfoque FC en el Seminario de Investigación Musical, así como los beneficios y desafíos que implica tanto para las personas docentes como para la población estudiantil.  Metodología.  La metodología utilizada fue la investigación acción y los instrumentos de recolección de datos fueron el diario de campo, las observaciones no participantes y participantes, así como las observaciones y comentarios del amigo o amiga crítico. Para evaluar la intervención completa y el logro de sus objetivos, los sujetos investigadores diseñaron una encuesta ad hoc.  Resultados.  El enfoque del FC permitió al estudiantado comprender profundamente los métodos y las herramientas de investigación musical, intercambiar ideas y dudas y establecer un ambiente de cooperación entre la población estudiantil y el personal docente. El resultado más importante estuvo representado por las percepciones de las personas estudiantes, quienes sintieron que tenían la oportunidad de organizar su tiempo y trabajar a su propio ritmo.  Conclusión.  El enfoque FC demostró ser un enfoque beneficioso para promover el interés estudiantil en la clase, cultivar sus habilidades en la investigación musical y estimular su metacognición. Finalmente, esta población de estudiantes necesita tiempo para adaptarse a una nueva estructura de aprendizaje y estimar sus beneficios. Investigaciones futuras podrían explorar el impacto del enfoque FC a largo plazo, comparar distintos enfoques de enseñanza y adaptarlos a las necesidades de su aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Os Seminários de Pesquisa Musical I e II do Bacharelado em Música da Universidade Autônoma de Aguascalientes (UAA) têm como objetivo iniciar os alunos no campo da pesquisa; No entanto, as estratégias implementadas pelos professores para promover o interesse dos alunos e incentivar a sua participação ativa nas aulas não corresponderam plenamente às suas expectativas. Os pesquisadores implementaram a abordagem Flipped Classroom (FC) para encontrar formas alternativas de ensino e ajudar os alunos a abordarem os métodos de pesquisa musical de maneira mais eficaz.  Objetivo.  O principal objetivo da pesquisa foi explorar a viabilidade de implementar a abordagem FC no seminário de pesquisa musical, bem como os benefícios e desafios que isso implica para professores e alunos.  Metodologia.  A metodologia utilizada foi a pesquisa-ação e os principais instrumentos de coleta de dados foram o diário de campo, as observações não participantes e participantes, bem como as observações e comentários do amigo crítico. Para avaliar toda a intervenção e o alcance de seus objetivos, os pesquisadores elaboraram uma pesquisa ad hoc.  Resultados.  A abordagem FC permitiu que os alunos entendessem profundamente os métodos e ferramentas de pesquisa musical, trocassem ideias e dúvidas e estabelecessem um ambiente cooperativo entre alunos e professor. O resultado mais importante foi representado pelas percepções dos alunos, que sentiram que tiveram a oportunidade de organizar seu tempo e trabalhar no seu próprio ritmo.  Conclusão.  A abordagem FC provou ser uma abordagem benéfica na promoção do interesse dos alunos na sala de aula, cultivando suas habilidades de pesquisa musical e estimulando sua metacognição. Por fim, os alunos precisam de tempo para se adaptar a uma nova estrutura de aprendizagem e avaliar seus benefícios. Pesquisas futuras podem explorar o impacto de longo prazo da abordagem FC, comparar diferentes abordagens de ensino e adaptá-las às necessidades de aprendizagem dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Music research course]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom approach]]></kwd>
<kwd lng="en"><![CDATA[action research]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; engagement]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; motivation]]></kwd>
<kwd lng="en"><![CDATA[digital educational material]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[academic success]]></kwd>
<kwd lng="es"><![CDATA[Curso de investigación musical]]></kwd>
<kwd lng="es"><![CDATA[enfoque del aula invertida]]></kwd>
<kwd lng="es"><![CDATA[investigación acción]]></kwd>
<kwd lng="es"><![CDATA[compromiso de las personas estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[motivación estudiantil]]></kwd>
<kwd lng="es"><![CDATA[material educativo digital]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="pt"><![CDATA[Curso de pesquisa musical]]></kwd>
<kwd lng="pt"><![CDATA[abordagem de sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[ação de investigação]]></kwd>
<kwd lng="pt"><![CDATA[envolvimento do aluno]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[motivação do aluno]]></kwd>
<kwd lng="pt"><![CDATA[material educacional digital]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[sucesso acadêmico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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