Flipped learning strategy in higher education; innovation, active participation and use of icts

The emergence of innovative methodologies such as flipped learning has transformed the educational processes; therefore, the main objective of this study is to analyze the impact of flipped learning on the learning of students of the University of Guayaquil in the career of Business Administration. The quasi-experimental design included an experimental group (n=40) that worked with the inverted methodology and a control group (n=40) with traditional classes. Pre-test, post-test and structured surveys were used to collect data. The results showed a significant improvement in the experimental group, going from a mean of 7.59 in the pre-test to 8.50 in the post-test (p < .001), while the control group did not present relevant differences (pre-test: 7.72, post-test: 7.67, p = 0.184). In addition, 95% of the students in the experimental group reported high satisfaction with the methodology, highlighting the quality of the resources in Moodle and their usefulness in reinforcing learning. In conclusion, the flipped classroom, supported by technological tools, significantly improves student performance and motivation, consolidating itself as an effective methodology for higher education.