Maestría Innovación
URI permanente para esta colecciónhttp://hdl.handle.net/11634/70189
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Tipo de ítem: Ítem , Las clases invertidas apoyadas en estudios de caso reales como estrategia de innovación pedagógica en la educación superior(Universidad Santo Tomás, 2026-09-15) Bernal Farfán , Jose Aldemar; Cueto Fuentes , Eduardo Nicolás; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000860930; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000103084; https://scholar.google.com/citations?user=WnQLGoUAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=TJxWatcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2125-6828; https://orcid.org/0000-0002-0985-0971This research focused on the use of the flipped classroom, complemented by real-life case studies, in the Tourism and Hotel Management and Tourism and Hotel Administration programs offered through propaedeutic cycles at Fundación Universitaria Los Libertadores. The study arose from an interest in strengthening students’ autonomous learning, critical thinking, and participation through active methodologies aligned with the current needs of higher education. The study adopted a mixed-methods approach, with greater emphasis on the quantitative component, from a pragmatic perspective. A quasi-experimental design was employed, complemented by a qualitative component aimed at gathering participants’ experiences. The study population consisted of students from the aforementioned programs, who completed a structured instrument designed to identify their perceptions of the methodology and assess the results obtained through its implementation. The results showed a positive perception of the flipped classroom among the students. The most notable aspects included content comprehension, the development of autonomous learning and critical thinking, as well as motivation and participation during academic activities. Students also valued the use of digital resources, dynamic materials, and real-life cases as elements that facilitated the connection between theoretical knowledge and practical situations. It can be concluded that the flipped classroom constitutes an effective pedagogical strategy for strengthening teaching and learning processes in higher education, supporting the development of academic and professional competencies in accordance with the current demands of the educational and labor environment.