Publicación:

Mejorar el aprendizaje autónomo mediante el aula invertida y la educación virtual: Un enfoque estratégico para el ODS 4

Resumen

This study examines the impact of the flipped classroom model and virtual learning environments on the development of autonomous learning among university students, focusing specifically on key dimensions such as selfmotivation, self-management, and self-regulation. Grounded in the theoretical underpinnings of Self-Determination Theory (Deci & Ryan, 1985), Constructivist Learning Theory (Vygotsky, 1978), and the Technology Acceptance Model (Davis, 1989), the research explores how learner-centered, technologically mediated settings foster autonomy. Employing a quantitative, non-experimental, cross-sectional, and causal-comparative design, the study surveyed a sample of 208 fourth-semester university students. Data were collected through three validated instruments designed to assess perceptions of flipped learning, virtual education, and autonomous learning capacities. The results indicated that 49.0% of students were at an intermediate level in adopting flipped learning strategies, while 25.5% were in the initial stage and 25.5% had reached mastery. Regarding virtual learning, 44.2% were in the process stage, 29.8% at the beginning level, and 26.0% had achieved full integration. Similarly, with respect to autonomous learning, 46.6% were progressing, 26.9% remained at the initial stage, and 26.4% had attained mastery. These findings provide compelling evidence that both flipped classroom practices and virtual learning environments positively influence the development of learner autonomy. They help cultivate students' ability to manage their own learning processes, sustain motivation, and effectively regulate academic tasks. The study highlights the critical role these models play in modern higher education and underscores the need to institutionalize such approaches to support autonomous learning more effectively. Furthermore, the research emphasizes the importance of providing structured guidance, enhancing digital literacy among students, and delivering continuous professional development for educators to optimize the integration and pedagogical effectiveness of flipped and virtual learning models. These strategies are essential for equipping learners with the competencies needed to thrive in increasingly digital and independent learning contexts. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.