Inverted Classroom to Develop Self-regulated Learning in University Students in Times of Pandemic

Abstract

The article presents a literature review on the theories of the flipped classroom as a didactic strategy to develop self-regulated learning in university students a new learning paradigm, where the student regulates his own learning. The connectivity provided by ICTs and especially the internet has brought with it new, unsuspected communication possibilities. These have caused a transformation in the distribution and access to knowledge with effects that we are just beginning to know. Mainly in the educational field, this ease of access gives us the possibility that human beings have the freedom to learn at our own pace from physical spaces without the need to travel to training centers or adjust to fixed schedules, the development of learning Self-regulation from the psychoeducational point of view allows regulating the capacity of the learning construction process itself, thus achieving the competence of learning to learn.