Abstract:

Today's education demands creative teachers, with innovative proposals, and eager to make use of information and communication technologies; in addition to students who take a leading role in the learning scenario and knowledge generation.

In a world constantly changing and hit by challenges in the health, social, economic and academic areas, the teacher is forced to create strategies that contribute more than just theoretical knowledge in the students; the training of professionals with skills that in their act are relevant to the needs of their surroundings, their country, their world and the environment is required.

The purpose of this work is to determine the benefits in the cognitive processes and significant learning of students of educational experiences of the Business Management Educational Program, by transferring part of the teaching-learning process outside the classroom in the inverted classroom learning modality.

The justification for carrying out this study is based on the vertiginous need to create educational content for students due to the need to take classes in a synchronous and asynchronous manner through a technological platform upon the COVID 19 pandemic surge that required quarantine.

This research is of quantitative approach, with a non-experimental/transversal design, with a descriptive range. The universe was centered on the UV Accounting School, Veracruz Region, delimited to students who only attended experiences of the Business Management Educational Program from August 2020 through January 2021 in a significant sample of 95 students.

The results obtained allowed us to determine that in general students increased: their participation in a more leading attitude and with their teacher as a guide, the use of information technologies, the knowledge consolidation by having access to information of subjects previously taken in creative didactic resources and the answer to doubts in class through participation, administration and planning of their time, contents and individual and collective work, as well as positive motivation for the implementation of the methodology.

Keywords:

Inverted classroom, teachers, students, teaching-learning.