Abstract:

In the contemporary educational context, it is necessary to make constant efforts in order to activate the teaching-learning process and satisfy the demands of Education. However, the use of active methodologies constitutes a challenge for the educational community in the virtual modality. This work presents the results of an investigation to strengthen the teaching-learning process through the flipped classroom methodology, applied in the Pedagogical Models subject, to a population made-up of 34 third-level Pedagogy students of the Experimental Sciences of the Technical University of Machala. During the research, we implemented theoretical and empirical methods that allowed the interpretation of the data from a mixed approach. The results obtained in the methodological triangulation showed greater motivation for the development of the tasks, increased participation, reflection and debates, as well as strengthening in the construction of knowledge. The proposal constitutes a theoretical and methodological reference to face current pedagogical challenges.

Keywords:

Flipped classroom, virtual modality, teaching-learning process.