Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

247 54 Impact of the Flipped Classroom on Learning Processes and Course Experience in Higher Education: An Analysis Using SPQ and CEQ Questionnaires Daniel Sandoval-Rivas, daniel.sandoval@uss.cl.Lien Rodríguez-López, lien.rodriguez@uss.cl.Ana María Obregón, ana.obregon@uss.cl.Astrid Haensgen, ahaensgens@docente.uss.cl.Susana Gómez, sgomezc@docente.uss.cl.Diana Echeverry, diana.echeverry@uss.cl.Jes ús Ramírez, jesus.ramirez@uss.cl . Universidad San Sebastián, Concepción, Chile. Abstract Introduction Higher education institutions are increasingly adopting student-centered pedagogical models to enhance learning outcomes and engagement. Among these, the flipped classroom has emerged as a promising methodology that redefines traditional roles in the teaching-learning process. In this model, students engage with theoretical content before class through digital resources, allowing in-class time to be dedicated to collaborative problem-solving and practical application. Despite its growing popularity, there remains a gap in empirical evidence regarding the effectiveness of the flipped classroom, particularly in Latin American contexts. This study aims to evaluate the impact of the flipped classroom on students’ learning approaches and perceptions of course quality using validated instruments: the Study Process Questionnaire (SPQ) and the Course Experience Questionnaire (CEQ). Theoretical Framework The flipped classroom model is deeply rooted in constructivist and socio-cognitive learning theories, which emphasize the active role of learners in constructing knowledge through engagement, reflection, and collaboration. This pedagogical approach challenges the traditional lecture-based format by shifting the acquisition of theoretical content to pre-class activities, allowing in-class time to be used for interactive, problem-based learning. The theoretical underpinnings of this model align with Bloom’s taxonomy, particularly in fostering higher-order cognitive skills such as analysis, synthesis, and evaluation. In the context of higher education, the flipped classroom has been associated with increased student autonomy, motivation, and engagement. Studies such as those by van Alten et al. (2019) and Gilboy et al. (2015) have demonstrated that students exposed to flipped learning environments tend to participate more actively and develop deeper understanding of course material. Moreover, McLean and Attardi (2023) highlight the transformation of the instructor’s role from a knowledge transmitter to a facilitator of learning, which enhances student-instructor interaction and supports collaborative learning dynamics.