<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200568</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p568-589</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIANDO A EFICÁCIA DA COMPONENTE ONLINE DA &#8220;SALA DE AULA INVERTIDA&#8221;: UM ESTUDO DE INVESTIGAÇÃO-AÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[EVALUATING THE EFFECTIVENESS OF THE FLIPPED CLASSROOM ONLINE COMPONENT: AN ACTION RESEARCH STUDY]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DE LA EFICACIA DEL COMPONENTE EN LÍNEA DEL AULA INVERTIDA: UN ESTUDIO DE INVESTIGACIÓN-ACCIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RIBEIRINHA]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Bento Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>568</fpage>
<lpage>589</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200568&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200568&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200568&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste texto apresenta-se o design, a implementação e avaliação de uma proposta educativa, concebida para a componente online da metodologia &#8220;sala de aula invertida&#8221; (SAI). Na SAI o processo de ensino aprendizagem tem início em ambiente online, normalmente com o uso de vídeos cujos conteúdos são depois debatidos e ampliados na aula presencial. A concepção e estruturação do ambiente online influencia o sucesso da SAI. Um ciclo de investigação-ação, desenvolvido em contexto escolar numa turma do ensino secundário português, permitiu recolher dados quantitativos e qualitativos para avaliar e compreender as percepções dos alunos sobre a proposta apresentada. A análise dos resultados mostra a eficácia da proposta implementada, pois permitiu que 68% dos alunos fizessem uma preparação satisfatória da componente online da SAI. Os alunos percepcionam a eficácia da proposta com base no estudo individual/aprendizagem que esta promove através dos aspectos funcionais do vídeo. Apesar da maioria dos alunos ter feito uma avaliação muito satisfatória da componente online e dos aspectos de concepção dos vídeos a &#8220;interatividade&#8221; é um aspecto a melhorar em ciclos posteriores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text presents the design, implementation and evaluation of an educational proposal, for the flipped classroom (FC) online component. In FC the learning process begins in online environment, usually with the use of videos, whose contents are then discussed and expanded in the classroom class. The success of the FC is influenced by the design and structuring of the online environment. An action research cycle, developed in a school context in Portuguese secondary school class, allowed the collection of quantitative and qualitative data to evaluate and understand the students' perceptions about the proposal presented. The result analysis shows the effectiveness of the proposal, as it allowed 68% of the students to make a satisfactory preparation of the FC online component. Students perceive the effectiveness of the proposal based on the individual study /learning that it promotes through the functional aspects of the video. Although online component and the design aspects of the videos have been satisfactory evaluated by the most students, "interactivity" is an aspect to be improved in later cycles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto se presenta el diseño, implementación y evaluación de una propuesta educativa diseñada para el componente en línea de la metodología del "aula invertida" (AI). En el AI, el proceso de enseñanza-aprendizaje comienza en un entorno en línea y, posteriormente, suelen utilizarse vídeos cuyos contenidos se discuten y amplían en el aula de manera presencial. Tanto el diseño como la estructuración del entorno en línea influyen en el éxito del AI. Un ciclo de investigación-acción, desarrollado en el contexto escolar de una clase de educación secundaria portuguesa, permitió recopilar datos cuantitativos y cualitativos para evaluar y comprender las percepciones de los estudiantes sobre la propuesta presentada. El análisis de los resultados muestra la efectividad de la propuesta, ya que permitió que el 68% de los estudiantes pudieran realizar una preparación satisfactoria del componente en línea del AI. Los estudiantes perciben la efectividad de la propuesta en función del estudio / aprendizaje individual que se promueve a través de los aspectos funcionales del vídeo. Aunque la mayoría de los estudiantes han realizado una evaluación muy satisfactoria del componente en línea y de los aspectos de diseño de los vídeos, la "interactividad" se desvela como un aspecto a mejorar en los ciclos posteriores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[Aula online]]></kwd>
<kwd lng="pt"><![CDATA[Vídeo didático]]></kwd>
<kwd lng="pt"><![CDATA[Inovação educativa]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Online class]]></kwd>
<kwd lng="en"><![CDATA[Didactic video]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation.]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Aula en linea]]></kwd>
<kwd lng="es"><![CDATA[Vídeo didáctico]]></kwd>
<kwd lng="es"><![CDATA[Innovación educativa.]]></kwd>
</kwd-group>
</article-meta>
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