<?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>S1409-42582021000300067</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitudes de estudiantes de una universidad pública sobre la aplicación del aprendizaje invertido]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitudes of students from a public university about the application of the flipped learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atitudes de estudantes de uma universidade pública sobre a aplicação da aprendizagem invertida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chambi-Mescco]]></surname>
<given-names><![CDATA[Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>67</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El enfoque denominado aprendizaje invertido ha estado llamando la atención del personal docente en los últimos años, debido a su novedosa forma de programar y ejecutar las sesiones de aprendizaje, lo que ha marcado una diferencia con el modelo tradicional. Se ha aplicado este enfoque en diversos programas de educación superior, los resultados expresan los logros que se han obtenido en términos de aprendizaje. El objetivo del presente artículo de investigación es identificar las actitudes que tiene el estudiantado de segundo ciclo de estudios generales de una universidad pública peruana, luego de haber experimentado el aprendizaje invertido en la asignatura de Lenguaje y Comunicación, en el semestre académico 2018-II. Este estudio es cuasiexperimental y de enfoque mixto. Se aplicó un cuestionario, elaborado por Farrah y Qawasmeh (2018), para recoger las actitudes de 70 estudiantes de dos aulas y que llevaron el curso dirigido por el mismo docente. Los resultados indican que el estudiantado considera que el enfoque pedagógico aprendizaje invertido es altamente beneficioso para sus aprendizajes y sugieren que su eficacia depende de la autonomía que tenga el estudiantado para desarrollar las actividades previas y de las facilidades que tengan para acceder a internet.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The approach called flipped learning has been attracting teachers&#8217; attention in recent years due to its novel way of programming and executing learning sessions, thus making a difference with the traditional model. This approach has been applied in various higher education programs; the results express the achievements that have been obtained in terms of learning thanks to its implementation. The purpose of the present research article is to identify students&#8217; attitudes from the second cycle of General Studies of a Peruvian public university after having experienced the flipped learning in the course Language and Communication in the academic semester 2018-II. This study is quasi-experimental and of a mixed approach. A questionnaire prepared by Farrah y Qawasmeh (2018) was applied to collect the attitudes of 70 students grouped into two classrooms and developed the subject directed by the same teacher. The results show that most students consider that the pedagogical approach called flipped learning is highly beneficial for their learning because it promotes developing the necessary skills for their professional training. The results also suggest that its effectiveness depends on the students&#8217; autonomy to develop the previous activities and the easy access they could have to the Internet.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O enfoque denominado aprendizagem invertida tem chamado a atenção do corpo docente nos últimos anos, devido a nova maneira de planejar e realizar as sessões de aprendizagem diferenciando-se do modelo tradicional. Este enfoque tem sido aplicado em diversos programas de educação superior, os resultados demostram as conquistas que se tem conseguido em termos de aprendizagem graças a sua implementação. O objetivo do presente artigo de investigação é identificar as atitudes que tem os estudantes do segundo período acadêmico de Estudos Gerais de uma universidade pública peruana, logo após ter experimentado a aprendizagem invertida na disciplina de Linguagem e Comunicação no semestre acadêmico de 2018-II. Este estudo é quase-experimental e de abordagem mista. Foi aplicado um questionário, elaborado por Farrah y Qawasmeh (2018), para coletar os dados referentes as atitudes de 70 estudantes divididos em duas salas de aulas as quais tiveram o curso ministrado pelo mesmo docente. Os resultados indicam que grande parte desses estudantes consideram que o enfoque pedagógico de aprendizagem invertida é altamente benéfico para o seu processo de aprendizagem, pois promove o desenvolvimento das habilidades necessárias na sua formação profissional e sugerem principalmente que sua eficácia depende da autonomia que tenha como estudante para desenvolver as atividades prévias e das facilidades que tenham para acessar a internet.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actitudes]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje invertido]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enfoque pedagógico]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[flipped learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical approach]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem invertida]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[enfoque pedagógico]]></kwd>
</kwd-group>
</article-meta>
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