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Resumen Esta investigacion esta enfocada en el metodo de Clase Invertida o Flipped Classroom (FC), la cual combina los aprendizajes individuales con las construcciones colectivas de conocimientos. El objetivo principal de este estudio es desarrollar la autogestion y el pensamiento critico a traves de la clase invertida y trabajo colaborativo en estudiantes de la Carrera de Educacion. Resalta la importancia de hacer una transferencia metodologica del modelo centrado en el profesor a aquel centrado en los aprendizajes. Contempla una metodologia bimodal, en la que se disena una situacion de ensenanza para que los alumnos puedan ir aprendiendo conceptos y estrategias nuevas antes de la clase, por medio de videos y lecturas de documentos (habilidades cognitivas inferiores). Luego, en presencia del docente, se desarrollan ejercicios y actividades para poner en practica habilidades cognitivas superiores de forma colaborativa y con una atencion mas cercana del profesor. Este estudio presenta una investigacion de corte transversal, con un alcance interpretativo. Entre los hallazgos obtenidos se encuentran la valoracion positiva de la clase invertida y la potenciacion del desarrollo de los aprendizajes activos, tanto de forma individual como colectiva.  Abstract: Flipped classroom (FC) is the main focus of this proposal. The individual knowledge is combined with group learning, and the main idea is to transfer teacher centered classes to student centered strategies. The main objective is to develop critical thinking and self-learning through flipped classroom and collaborative work among Education students. It also presents the concept of blended learning in which the apprentices study a topic, thru videos and documents (lower cognitive level), before the class begins. Once in the classroom, the teacher can develop learning exercises and activities to solving problems (higher cognitive level). He/she can also pay more attention to the students, both individually and in groups. This is a cross-sectional action-research. It has an interpretative scope that describes the student perception about Flipped Learning, and the way they believe it can help them to achieve their learning goals. The results show that the participant students value the flipped experience as positive, and they could build new knowledge as well as sharing with their classmates.

El b-learning y la clase invertida para el desarrollo del aprendizaje activo, la autogestión y el pensamiento crítico en el ámbito universitario / B-learning and flipped classroom as tools for the development of active learning, in higher education