Estrategia pedagógica: el aula invertida como innovación curricular en la formación de administradores financieros de la Universidad del Quindío, Colombia

Abstract

This article presents an educational experience based on the implementation of the flipped classroom strategy as an innovative pedagogical tool in the Financial Administration distance learning program at the University of Quindío (Colombia). This initiative, framed within the Proyecto Educativo Uniquindiano, aimed to strengthen academic support and contribute to the achievement of established learning outcomes. A quasi-experimental study with a mixed-methods approach was conducted, combining quantitative and qualitative analyses applied to a group of students evaluated through satisfaction surveys within the institutional self-assessment processes. The results indicate a 64% level of student satisfaction, along with improvements in participation, autonomy, and academic performance. In addition, the technological and pedagogical competencies of the teaching staff were strengthened, promoting a more active, collaborative, and interactive educational practice. The incorporation of the flipped classroom methodology and emerging technologies represents a substantial transformation of the program’s traditional model. Currently, 73.6% of the curriculum includes technological mediation, distributed across 45 courses under the flipped classroom model and 23 fully virtual courses. This experience demonstrates an effective and replicable pedagogical strategy for distance education programs, fostering meaningful learning and responding to the contemporary demands of higher education.