Flipped classroom as an innovation in the training of graduate students.

Abstract

The objective was to know the perception of the implementation of the Inverted Classroom model in postgraduate students in the teaching processes of a public university in Sonora, Mexico. It was a qualitative study with a phenomenological design, using the focus group technique and a topic guide with four categories: teacher skills, student role, phases and pillars of the Flipped Classroom. It was analyzed using the saturation technique in the MAXQDA2022 program. It was found that students specifically perceive the categories analyzed such as communication of objectives, attention to special needs, the autonomous role and collaboration for information processing; In conclusion, a training process based on the pillars of the Flipped Classroom is perceived.