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

248 The integration of digital technologies in flipped classrooms further supports flexible and personalized learning experiences. Botero-Gomez et al. (2023) emphasize the role of virtual tools in expanding access to educational resources and enabling asynchronous learning, which is particularly beneficial in diverse and geographically dispersed student populations. To evaluate the impact of flipped classrooms on learning processes and course experiences, this study employs two validated instruments: the Study Process Questionnaire (SPQ) and the Course Experience Questionnaire (CEQ). The SPQ, developed by Biggs (1988), measures students’ learning approaches—deep and surface—providing insights into their cognitive engagement and motivation. The CEQ, introduced by Ramsden (1991), assesses students’ perceptions of teaching quality, workload, clarity of goals, and assessment practices. These instruments have been widely used in educational research and have demonstrated strong psychometric properties, including reliability and construct validity, in various cultural and institutional contexts (Biggs et al., 2001; González et al., 2012; Marchant et al., 2016). In Chilean higher education, the SPQ and CEQ have been adapted and validated to capture the nuances of student experiences in local academic environments. Marchant et al. (2016) found that students with a deep learning approach tend to associate their experiences with clear goals and high-quality teaching, reinforcing the relevance of these instruments in evaluating innovative pedagogies such as the flipped classroom. Research Objectives This study seeks to explore the following research questions: 1. How does the flipped classroom influence students’ deep and surface learning approaches? 2. What are students’ perceptions of teaching quality, workload, clarity of goals, and assessment in flipped classroom settings? 3. Are there significant differences in these perceptions between undergraduate and postgraduate students? 4. Do program-specific differences exist in students’ evaluations of the flipped classroom experience? Methodology This empirical study utilized a cross-sectional, exploratory-descriptive design to assess the impact of the flipped classroom on student learning approaches and course experiences. A non-probabilistic convenience sampling method was employed, selecting 100 students from Universidad San Sebastián, Campus Tres Pascualas, Concepción. The sample included 59 undergraduate students (42 in Audiology, 12 in Engineering, 5 in Veterinary Medicine) and 41 postgraduate students (6 in Engineering PhD, 11 in Innovation Master’s, 24 in Audiology Diploma). The sample size was determined based on psychometric criteria, ensuring sufficient power to estimate reliability coefficients (e.g., Cronbach’s alpha ≥ 0.7) with acceptable precision. The flipped classroom intervention was implemented across multiple academic programs and semesters, with each group guided by different instructors. Pre-class activities included readings, instructional videos, and interactive exercises delivered through institutional platforms such as Blackboard Collaborate and Microsoft Teams. In-class sessions focused on applying theoretical concepts through case studies, simulations, and collaborative problem-solving. For example, Audiology students