Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025
252 Botero-Gomez, V., Ruiz-Herrera, L. G., Valencia-Arias, A., Diaz, A. R., & Garnique, J. C. V. (2023). Use of Virtual Tools in Teaching-Learning Processes: Advancements and Future Direction. Social Sciences-Basel , 12 (2), 70. https://doi.org/10.3390/socsci12020070 Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior , 47 (1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008 González, C., Montenegro, H., & López, L. (2012). Análisis de confiabilidad y de validez del instrumento Course Experience Questionnaire (CEQ). Educación y Educadores , 15 (1), 63–78. Marchant, J., Fauré, J., & Abricot, N. (2016). Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno. Psykhe (Santiago) , 25 (2), 1– 18. https://doi.org/10.7764/psykhe.26.1.873 McLean, S., & Attardi, S. M. (2023). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education , 24 (1), 49–61. https://doi.org/10.1177/1469787418793725 Medina, J. L., Jarauta, B., Calduch, I., & Hervas, G. (2019). Impact on the Students Learning of a Teaching Innovation Program at the University of Barcelona. In L. G. Chova, A. L. Martinez, & I. C. Torres (Eds.), EDULEARN19: 11th International Conference on Education and New Learning Technologies (pp. 7284–7288). IATED. Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education , 16 (2), 129– 150. https://doi.org/10.1080/03075079112331382944 Uiboleht, K., Karm, M., & Postareff, L. (2019). Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: A qualitative study. Journal of Further and Higher Education , 43 (10), 1456–1475. https://doi.org/10.1080/0309877X.2018.1491958 van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review , 28 , 100281. https://doi.org/10.1016/j.edurev.2019.05.003 Categories 11. Interdisciplina y Transdisiciplinas
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